Petrill S A, Thompson L A, Detterman D K
Department of Psychology, Case Western Reserve University, Cleveland, Ohio 44106-7123, USA.
Behav Genet. 1995 May;25(3):199-209. doi: 10.1007/BF02197178.
Although previous studies have examined the genetic and environmental influences upon general intelligence and specific cognitive abilities in school-age children, few studies have examined elementary cognitive tasks in this population. The current study included 149 MZ and 138 same-sex DZ twin pairs who participated in the Western Reserve Twin Project. Thirty measures from the Cognitive Abilities Test (CAT; Detterman, 1986) were studied. Results indicate that (1) these measures are reliable indicators of general intelligence in children and (2) the structure of genetic and environmental influences varies across measures. These results not only indicate that elementary cognitive tasks display heterogeneous genetic and environmental effects, but also may demonstrate that individual differences in biologically based processes are not necessarily due to genetic variance.
尽管先前的研究已经考察了遗传和环境因素对学龄儿童一般智力和特定认知能力的影响，但很少有研究考察这一人群的基本认知任务。本研究纳入了参与西储双胞胎项目的149对同卵双胞胎和138对同性异卵双胞胎。对认知能力测试（CAT；Detterman，1986）中的30项指标进行了研究。结果表明：（1）这些指标是儿童一般智力的可靠指标；（2）遗传和环境影响的结构因指标而异。这些结果不仅表明基本认知任务呈现出异质性的遗传和环境效应，还可能表明基于生物学过程的个体差异不一定是由遗传变异导致的。
