Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Genotype-environment correlations for language-related abilities: implications for typical and atypical learners.

J W Gilger1, H Z Ho, A D Whipple

  • 1Department of Child and Family Studies, California State University, Los Angeles 90032, USA. jeffg565@excite.com

Journal of Learning Disabilities
|October 27, 2004
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Integrated genomic profiling identifies two distinct molecular subtypes with divergent outcome in neuroblastoma with loss of chromosome 11q.

Oncogene·2009
Same author

International consensus for neuroblastoma molecular diagnostics: report from the International Neuroblastoma Risk Group (INRG) Biology Committee.

British journal of cancer·2009
Same author

Risk estimation of neuroblastoma patients using molecular markers.

Klinische Padiatrie·2008
Same author

Current issues in the neurology and genetics of learning-related traits and disorders: introduction to the special issue.

Journal of learning disabilities·2004
Same author

Atypical brain development: a conceptual framework for understanding developmental learning disabilities.

Developmental neuropsychology·2002
Same author

Contributions and promise of human behavioral genetics.

Human biology·2000
Same journal

Associations Between Self-Reported Literacy and Anxiety and Depressive Symptoms in Children, Adolescents, and Older Adults.

Journal of learning disabilities·2026
Same journal

Racial and Ethnic Disparities in Learning Disabilities Identification in U.S. Elementary Schools.

Journal of learning disabilities·2026
Same journal

Universal Screening of Early Numeracy Skills in Spanish-Speaking Kindergarteners.

Journal of learning disabilities·2026
Same journal

AI Chatbots and Dyslexia: How AI Chatbots Empower Students With Dyslexia to Master Arithmetic Word Problems.

Journal of learning disabilities·2026
Same journal

Instructional Decision-Making for Students With Intensive Early Writing Needs: Student Growth in Sentence-Level Curriculum-Based Measurement.

Journal of learning disabilities·2026
Same journal

Effects of Calculation and Reading Fluency Interventions Focusing on Awareness and Adaptive Use of Strategies: Supporting Children With Comorbid Fluency Problems.

Journal of learning disabilities·2026
See all related articles

Genetic factors influence children's language abilities by shaping their experiences. This study shows that home environment effects on language development are partly explained by genetic predispositions, particularly in passive genotype-environment correlations.

Area of Science:

  • Behavioral Genetics
  • Developmental Psychology
  • Linguistics

Background:

  • Genetic propensities influence individual experiences.
  • Environmental effects may reflect underlying genetic factors.
  • Understanding genotype-environment correlations (GECs) is crucial for developmental research.

Purpose of the Study:

  • To examine passive genotype-environment correlations (GECs) for language-related abilities.
  • To differentiate genetic from environmental influences on language development.
  • To investigate developmental changes in passive GECs.

Main Methods:

  • Comparison of environment-child language associations in adoptive and nonadoptive families.
  • Analysis of passive genotype-environment correlations (GECs).

Related Experiment Videos

  • Assessment of home environmental variables (e.g., toys, maternal involvement, intellectual orientation).

    • Main Results:

    • Evidence for genetic mediation of home environment-child language associations.
    • Specific environmental variables (toys, maternal involvement, intellectual orientation) showed genetic influence.
    • Passive GECs were found to be significant for language-related abilities.

    Conclusions:

    • Home environment's impact on language development is partly mediated by genetic factors.
    • Passive GECs play a role in shaping language abilities.
    • Findings have implications for understanding typical and atypical language development.