Erbeli Florina, Hart Sara A, Kim Young-Suk Grace, Taylor Jeanette
Florida State University, Florida State University, University of California, Irvine, & Florida State University.
Learn Individ Differ. 2017 Oct;59:11-21. doi: 10.1016/j.lindif.2017.08.005. Epub 2017 Oct 18.
Researchers have identified sources of individual differences in writing across beginning and developing writers. The aim of the present study was to further clarify the sources of this variability by investigating the extent to which there are differences in genetic and environmental factors underlying the associations between lexical diversity, syntactic knowledge, and semantic cohesion knowledge in relation to writing. Differences were examined across two developmental phases of writing: beginning (i.e., elementary school) and developing (i.e., middle school). Participants included 262 twin pairs (age = 10.88 years) in elementary school and 247 twin pairs (age = 13.21 years) in middle school. Twins were drawn from the Florida Twin Project on Reading, Behavior, and Environment. Biometric models were conducted separately for subgroups defined by phase of writing development. Results indicated significant etiological differences in writing components across the two phases, such that effects associated with genes and non-shared environment were greater while effects associated with shared environment were lower in developing writers as compared to beginning writers. Furthermore, results showed that child-specific environment was the largest contributor to individual differences in writing components and their covariation for both beginning and developing writers. These results imply that even direct instruction about writing in schools may be having different effects on children based on their unique experiences.
研究人员已经确定了初露头角的写作者和正在成长的写作者在写作方面个体差异的来源。本研究的目的是通过调查词汇多样性、句法知识和语义连贯知识与写作之间关联背后的遗传和环境因素的差异程度，进一步阐明这种变异性的来源。研究考察了写作的两个发展阶段的差异：初级阶段（即小学）和发展阶段（即中学）。参与者包括262对小学双胞胎（年龄 = 10.88岁）和247对中学双胞胎（年龄 = 13.21岁）。这些双胞胎来自佛罗里达阅读、行为和环境双胞胎项目。针对由写作发展阶段定义的亚组分别进行了生物统计学模型分析。结果表明，两个阶段在写作成分上存在显著的病因差异，与初级写作者相比，成长中的写作者与基因和非共享环境相关的影响更大，而与共享环境相关的影响更小。此外，结果表明，特定于儿童的环境是初级和成长中的写作者在写作成分及其协变方面个体差异的最大贡献因素。这些结果意味着，即使是学校里关于写作的直接教学，可能也会因孩子们独特的经历而对他们产生不同的影响。
