University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA.
Child Dev. 2012 Mar-Apr;83(2):728-42. doi: 10.1111/j.1467-8624.2011.01709.x. Epub 2012 Jan 12.
A critique of research examining whether early experiences with primary caregivers are reflected in adaptation is that relevant longitudinal studies have generally not employed genetically informed research designs capable of unconfounding shared genes and environments. Using the twin subsample (N = 485 pairs) of the Early Childhood Longitudinal Study-Birth Cohort, the current study provides evidence that early parental support (derived from observations at 24 months and around age 4, in prekindergarten) is associated with academic skills (r = .32), social competence (r = .15), and externalizing behavior (r = -.11) in kindergarten. Crucially, the shared environment accounted for virtually all of the correlation between parenting and academic skills, roughly half of the association between parenting and social competence, and approximately one fourth of the correlation between parenting and externalizing behavior.
对研究早期与主要照顾者的经历是否反映在适应能力上的批评是，相关的纵向研究通常没有采用能够区分共同基因和环境的基于遗传的研究设计。本研究利用幼儿纵向研究 - 出生队列的双胞胎子样本（N = 485 对），提供了证据表明，早期的父母支持（源自 24 个月和 4 岁左右的幼儿园观察）与幼儿园的学术技能（r =.32）、社会能力（r =.15）和外化行为（r = -.11）相关。至关重要的是，共享环境几乎解释了育儿与学术技能之间的所有相关性，育儿与社会能力之间的关联约占一半，育儿与外化行为之间的相关性约占四分之一。
