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The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
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Related Experiment Video

Updated: May 21, 2025

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
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Nurture and nonshared environment in cognitive development.

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Shared genetics, not environment, shapes adult personality. While family environment impacts children, adult cognitive abilities and educational achievement are primarily influenced by unique, individual experiences, not shared upbringing.

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Area of Science:

  • Behavioral Genetics
  • Developmental Psychology
  • Cognitive Science

Background:

  • Behavioral genetic studies indicate shared genetics, not shared environment, explains adult personality and psychopathology similarities.
  • Environmental influences are significant but unique to individuals in adulthood.
  • Cognitive traits were considered an exception, with shared environment influencing variance.

Purpose of the Study:

  • To investigate the longitudinal influence of shared environmental factors on cognitive abilities and educational achievement from childhood to adulthood.
  • To determine if shared environmental influences on cognition decline with age.
  • To examine the unique role of shared environmental influences on educational attainment.

Main Methods:

  • Longitudinal behavioral genetic analysis.
  • Examination of variance in cognitive abilities and educational achievement across developmental stages (childhood, adolescence, early adulthood).
  • Statistical modeling to differentiate shared and nonshared environmental influences.

Main Results:

  • Shared environmental influence on cognitive abilities and educational achievement significantly decreases from childhood (20%-30%) to adolescence (10%-20%) and early adulthood (near 0%).
  • Educational attainment shows lasting shared environmental influence (30%), particularly linked to adolescent decisions about higher education.
  • University decisions exhibit the highest shared environmental influence (47%).

Conclusions:

  • Shared environmental influences on general and specific cognitive abilities are moderate in childhood but diminish as individuals become independent.
  • Unique environmental factors, potentially driven by endogenous processes, are primary drivers of adult cognitive abilities.
  • Understanding the decline of shared environmental influence is crucial for comprehending adult individual differences in cognition.