Hegelund Emilie Rune, Mortensen Erik Lykke, Flensborg-Madsen Trine, Dammeyer Jesper, Christensen Kaare, Johnson Wendy
Department of Psychology, University of Copenhagen, Copenhagen, Denmark.
Department of Public Health, University of Copenhagen, Copenhagen, Denmark.
Behav Genet. 2021 Jan;51(1):45-57. doi: 10.1007/s10519-020-10027-7. Epub 2020 Nov 15.
Education has been suggested to be possibly the most consistent, robust, and durable method available for raising intelligence, but little is known about the genetic and environmental interplay underlying this association. Therefore, we investigated how school achievement, as measured by grade point average in lower secondary school at 15 years of age, moderated intelligence variation in young adulthood. The sample consisted of all Danish male twin pairs who had left lower secondary school since 2002 and appeared, typically at age 18, before a draft board through 2015 (N = 2660). Shared environmental variance unique to intelligence (10% of total variance) was found to be greater among individuals with poor school achievement. However, school achievement did not moderate the genetic influences or the non-shared environmental influences on intelligence. We discuss the implications of this in light of the constraints imposed by the statistical models we used.
教育被认为可能是提高智力最一致、最有力且最持久的方法，但对于这种关联背后的基因与环境的相互作用却知之甚少。因此，我们研究了以15岁时初中平均绩点衡量的学业成绩如何调节青年期的智力差异。样本包括自2002年起离开初中且通常在18岁时出现在征兵委员会面前直至2015年的所有丹麦男性双胞胎对（N = 2660）。在学业成绩较差的个体中，发现智力特有的共享环境方差（占总方差的10%）更大。然而，学业成绩并未调节基因影响或非共享环境对智力的影响。我们根据所使用的统计模型的限制来讨论这一结果的含义。
