在认知发展中培养和非共享环境
Robert Plomin1, Kaito Kawakami1
1Institute of Psychiatry, Psychology and Neuroscience, King's College London.
Psychological review
|March 20, 2025
概括
共同的基因,而不是环境,塑造了成年人格. 虽然家庭环境对孩子产生影响,但成年人的认知能力和教育成就主要受到独特的个人经验的影响,而不是共同的教育.
科学领域:
- 行为遗传学 行为遗传学
- 发展心理学 发展心理学
- 认知科学 认知科学
背景情况:
- 行为遗传研究表明共享的遗传,而不是共享的环境,解释了成年人格和精神病理学相似之处.
- 环境的影响是重要的,但对于成年人来说是独一无二的.
- 认知特征被认为是一个例外,共享的环境影响了差异.
研究的目的:
- 研究共享环境因素对从童年到成年期的认知能力和教育成就的纵向影响.
- 为了确定共享环境对认知的影响是否随着年龄的增长而下降.
- 检查共享环境影响对教育成就的独特作用.
主要方法:
- 纵向行为遗传分析.
- 检查认知能力和教育成绩在不同发展阶段 (童年,青春期,成年早期) 的差异.
- 统计建模以区分共享和非共享的环境影响.
主要成果:
- 对认知能力和教育成绩的共同环境影响从童年 (20%-30%) 到青春期 (10%-20%) 和早期成年期 (近0%) 显著下降.
- 教育成就显示了持续的共同环境影响 (30%),特别与青少年对高等教育的决定有关.
- 大学的决策具有最高的共同环境影响 (47%).
结论:
- 对一般和特定认知能力的共同环境影响在儿童时期是适度的,但随着个人变得独立而减少.
- 独特的环境因素,可能由内源性过程驱动,是成人认知能力的主要驱动因素.
- 了解共享环境影响的下降对于理解成年人的认知差异至关重要.
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