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Gene-by-socioeconomic status interaction on school readiness
Mijke Rhemtulla1, Elliot M Tucker-Drob
1Center for Research Methods and Data Analysis, University of Kansas, 1425 Jayhawk Blvd., Lawrence, KS 66045, USA. mijke@ku.edu
Behavior Genetics
|February 22, 2012
Summary
Socioeconomic status (SES) influences genetic contributions to early math skills in children. Higher SES is linked to greater genetic impact on math abilities, but not reading skills, in preschool-aged twins.
Area of Science:
- Developmental Psychology
- Behavioral Genetics
- Child Development
Background:
- Previous research identified gene × socioeconomic status (SES) interactions on mental ability (MA) at 2 years.
- Higher SES was associated with higher MA and larger genetic influences on individual differences in MA.
Purpose of the Study:
- To examine gene × SES interactions on mathematics and reading skills at 4 years of age.
- To determine if 4-year-old interactions persist from 2-year-old findings.
Main Methods:
- Utilized a nationally representative sample of over 1,400 US-born monozygotic and dizygotic twins.
- Analyzed gene × SES interactions for mathematics and reading skills at 4 years of age.
Main Results:
- Found significant gene × SES interactions for early mathematics skill, with genetic influences more pronounced at higher SES levels.
- No significant gene × SES interaction was detected for early reading skill.
- The observed interaction for mathematics skill at 4 years was not explained by the previously observed interaction at 2 years.
Conclusions:
- Socioeconomic status (SES) moderates the etiological influences on specific cognitive functions during child development.
- Gene × SES interactions are present in early mathematics skills during the preschool years.
- These findings highlight the dynamic interplay between genetics and environment in shaping cognitive development over time.
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