Johnson Wendy, Deary Ian J, Iacono William G
Department of Psychology, University of Edinburgh.
Intelligence. 2009 Sep 1;37(5):466-478. doi: 10.1016/j.intell.2009.05.006.
This report used a population-representative longitudinal twin study with two birth cohorts to explore the association between intelligence and education by understanding how genetic and environmental influences on intelligence moderate genetic and environmental influences on school grades and educational attainment. Non-shared environmental influences on grades were strong when IQ was low, but decreased across the range of IQ. Shared environmental influences common to age 24 educational attainment and age 17 IQ were strong when IQ was low, but genetic influences common to IQ and education were strong when IQ was high. These results suggest that the causal mechanisms linking educational variables with intelligence differ for people with different levels of intelligence.
本报告采用了一项具有代表性的纵向双胞胎研究，涉及两个出生队列，通过了解基因和环境对智力的影响如何调节基因和环境对学业成绩及教育程度的影响，来探究智力与教育之间的关联。当智商较低时，非共享环境对成绩的影响较大，但随着智商范围的扩大而减小。对于24岁时的教育程度和17岁时的智商而言，共享环境影响在智商较低时较强，但智商和教育共有的基因影响在智商较高时较强。这些结果表明，将教育变量与智力联系起来的因果机制因智力水平不同的人而异。
