Centre for Family Research, University of Cambridge, Cambridge, UK.
Research Department of Clinical, Educational and Health Psychology, UCL, London, UK.
Child Dev. 2024 Nov-Dec;95(6):2082-2101. doi: 10.1111/cdev.14142. Epub 2024 Jul 30.
This study examined gene-environment correlation (rGE) in intellectual and academic development in 561 U.S.-based adoptees (57% male; 56% non-Latinx White, 19% multiracial, 13% Black or African American, 11% Latinx) and their birth and adoptive parents between 2003 and 2017. Birth mother intellectual and academic performance predicted adoptive mother warmth at child age 6 (β = .14, p = .038) and 7 (β = .12, p = .040) but not 4.5 years, and adoptive father warmth at 7 (β = .18, p = .007) but not 4.5 or 6 years. These rGE effects were not mediated by children's language. Contrary to theory that rGE accounts for increasing heritability of intellectual ability, parenting did not mediate genetic effects on children's language or academic performance.
本研究考察了 561 名美国被收养者（57%为男性；56%非拉丁裔白人，19%多种族裔，13%黑人或非裔美国人，11%拉丁裔）的智力和学术发展中的基因-环境相关性（rGE），以及他们的亲生父母和养父母在 2003 年至 2017 年期间的情况。生母的智力和学术表现预测了孩子 6 岁（β=0.14，p=0.038）和 7 岁（β=0.12，p=0.040）时的养母温暖度，但不包括 4.5 岁，以及孩子 7 岁时的养父温暖度（β=0.18，p=0.007），但不包括 4.5 岁或 6 岁时。这些 rGE 效应不受儿童语言的影响。与 rGE 解释智力能力遗传率增加的理论相反，教养方式并没有介导遗传对儿童语言或学业成绩的影响。
