The Association of Parent-Reported Executive Functioning, Reading, and Math Is Explained by Nature, Not Nurture

Autor/inn/en	Daucourt, Mia C.; Haughbrook, Rasheda; van Bergen, Elsje; Hart, Sara A.
Titel	The Association of Parent-Reported Executive Functioning, Reading, and Math Is Explained by Nature, Not Nurture
Quelle	In: Developmental Psychology, 56 (2020) 12, S.2246-2261 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daucourt, Mia C.) ORCID (van Bergen, Elsje) ORCID (Hart, Sara A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001126
Schlagwörter	Executive Function; Reading Skills; Mathematics Skills; Reading Difficulties; Learning Problems; Twins; Etiology; Parent Attitudes; Genetics; Environmental Influences; Parent Influence; At Risk Students; Cognitive Processes; Behavior Problems; Florida; Gates MacGinitie Reading Tests; Woodcock Johnson Tests of Achievement; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading difficulty; Leseschwierigkeit; Lernproblem; Twin; Zwilling; Ätiologie; Elternverhalten; Humangenetik; Environmental influence; Umwelteinfluss; Cognitive process; Kognitiver Prozess
Abstract	According to the hybrid model (van Bergen, van der Leij, & de Jong, 2014), the significant association among executive functioning (EF), reading, and math may be partially explained by parent-reported EF's role as a common risk and/or protective factor in reading and math (dis)abilities. The current study used a sample of 434 twin pairs (M[subscript age] = 12.12) from Florida to conduct genetically sensitive modeling on children's parent-reported EF, reading, and math skills to determine the common and unique etiological influences among the three domains. EF was measured through parent report and reading and math were measured with standardized test scores drawn from Florida's Progress Monitoring and Reporting Network as well as standardized parent-administered assessments collected by mail. Our trivariate Cholesky modeling showed that no matter which parent-reported EF component was modeled, the overlap of parent-reported EF with reading and math was explained by common genetic influences. Supplemental analysis suggested that this might in part be due to general parent report of problem behaviors. Additionally, significant environmental influences, with higher shared environmental overlap than previous work, were also found for reading and math. Findings indicate that poor parent-reported EF is a common cognitive risk factor for reading and math disabilities, which is driven by a shared genetic basis among all three domains. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01