Carmelli D, Swan G E, Cardon L R
Health Sciences Program, SRI International, Menlo Park, California, USA.
Psychol Aging. 1995 Mar;10(1):48-53. doi: 10.1037//0882-7974.10.1.48.
We used data from 136 monozygotic and 125 dizygotic human, male twin pairs (M age = 64 years, range = 59 to 70 years) to test whether the previously observed association (r = .30, p < .01) between cognitive performance and education in this sample is genetically mediated. Biometric genetic modeling found that a common genetic latent variable accounted for 44% of the total variance in the Mini-Mental State Exam (MMSE: M. F. Folstein, S. E. Folstein, & P. R. McHugh, 1975), 40% of the variance in the Iowa Screening Battery for Mental Decline (P. J. Eslinger, A. R. Damasio, & A. L. Benton, 1984), and 21% of the variance in educational attainment. In addition, specific genetic and environmental variables contributed significantly to individual differences in education and cognitive performance of the participants.
我们使用了来自136对同卵男性双胞胎和125对异卵男性双胞胎（平均年龄 = 64岁，范围 = 59至70岁）的数据，来检验在该样本中先前观察到的认知表现与教育之间的关联（r = 0.30，p < 0.01）是否由基因介导。生物统计学遗传模型发现，一个共同的遗传潜在变量占简易精神状态检查表（MMSE：M. F. 福尔斯坦、S. E. 福尔斯坦和P. R. 麦克休，1975年）总方差的44%，占爱荷华精神衰退筛查量表（P. J. 埃斯林格、A. R. 达马西奥和A. L. 本顿，1984年）方差的40%，以及占受教育程度方差的21%。此外，特定的遗传和环境变量对参与者的教育和认知表现的个体差异有显著贡献。
