Fischbein S, Guttman R, Nathan M, Esrachi A
Department of Educational Research, Stockholm Institute of Education, Sweden.
Acta Genet Med Gemellol (Roma). 1990;39(2):245-57. doi: 10.1017/s000156600000547x.
In a previous longitudinal twin project a model was developed for studying heredity-environment interaction. One important environmental dimension in this model is permissiveness-restrictiveness. The purpose of the present study has therefore been to investigate perceived and imposed restrictiveness at the societal and classroom level and possible interactional effects on pupil behavior. Results are reported from grade 4 to grade 6 in Israeli kibbutzim and Swedish compulsory school. One major finding is that no systematic differences have been found between twins and controls in the two countries. In both Swedish schools and Israeli kibbutzim permissiveness-restrictiveness will vary depending upon perspective (perceived or imposed) and upon content (type of subject or rule-breaking activity). Preliminary within-pair comparisons for the Swedish twins are reported for different types of test results. In agreement with the model, logical abstract thinking as well as reading and mathematics achievement seem to be less influenced by hereditary factors in a restrictive educational setting than in a permissive one.
在之前的一项纵向双胞胎项目中，开发了一个用于研究遗传 - 环境相互作用的模型。该模型中一个重要的环境维度是宽容 - 限制。因此，本研究的目的是调查在社会和课堂层面所感知到的及施加的限制，以及对学生行为可能产生的交互影响。报告了以色列集体农场和瑞典义务教育学校四年级至六年级的研究结果。一个主要发现是，在这两个国家的双胞胎和对照组之间未发现系统性差异。在瑞典学校和以色列集体农场中，宽容 - 限制会因视角（感知到的或施加的）和内容（学科类型或违规活动）而有所不同。报告了瑞典双胞胎不同类型测试结果的初步配对内比较情况。与该模型一致的是，在限制性教育环境中，逻辑抽象思维以及阅读和数学成绩似乎比在宽容性环境中受遗传因素的影响更小。
