for example, you could have an intellectual interest in...dancing.

It is also important to comment on the how the size of the current sample may have affected our results. We analyzed data from 777 pairs of twins, which is a sample size comparable to that of many other contemporary twin studies (), but much smaller than most epidemiological studies. It is possible that our analyses may have only been powered to detect large and robust gene-by-environment interactions, and may have missed more subtle interactions. A testament to the power of this study is the fact that we were able to detect a significant and robust interaction between SES and genes for interest that accounted for individual variation in achievement. After accounting for this interaction, the previously detected interaction between SES and genes for achievement was reduced to nonsignificant levels, suggesting that intellectual interest completely mediated the gene-by-SES effect on achievement. However, it is possible that if we had obtained an even larger sample of twins, this residual gene-by-SES effect would have remained statistically significant, thus indicating only partial mediation. Of course, logistical considerations inevitably force researchers to make difficult decisions regarding the tradeoff between obtaining large samples and obtaining high quality, detailed, and reliable, multivariate measurements. Typically, in order to overcome the substantial challenges to collecting large samples of individuals, researchers reduce the breadth, depth, and precision of measurement. Continued progress in identifying and testing the psychosocial mechanisms underlying gene-environment effects on academic achievement will require large genetically informed studies with broad arrays of high quality measures.

What are "intellectual interests"?

Definition: Intellectual Interests

Комбинезон, Ползунки, Боди Intellectual interest in shellfish

In summary, behavioral genetic models were fit to data on intellectual interest and academic achievement from 777 pairs of monozygotic and dizygotic twins from the National Merit Twin Study. There was statistically significant evidence that the variance in academic achievement explained by genes varied positively with SES. In the context of a bivariate model, this effect could be accounted for by stronger influences of the genes for intellectual interest on academic achievement in higher SES homes. These results are consistent with the hypothesis that higher SES allows children to better convert their intellectual interest into academic achievement through a process of gene-environment correlation.

intellectual interest? - College Confidential

Recent studies have demonstrated that genetic influences on cognitive ability and academic achievement are larger for children raised in higher socioeconomic status (SES) homes. However, little work has been done to document the psychosocial processes that underlie this Gene × Environment interaction. One process may involve the conversion of intellectual interest into academic achievement. Analyses of data from 777 pairs of 17‐year‐old twins indicated that Gene × SES effects on achievement scores can be accounted for by stronger influences of genes for intellectual interest on achievement at higher levels of SES. These findings are consistent with the hypothesis that higher SES affords greater opportunity for children to seek out and benefit from learning experiences that are congruent with their genetically influenced intellectual interests.

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Intellectual Interests | College Essay Organizer

The parameter estimates for the univariate interaction models for achievement and intellectual interest are shown in the second and fourth columns of . As previously reported by , the univariate interaction model for academic achievement fit the data significantly better than the univariate main effects (see for a summary of model comparisons). Inspection of parameter estimates from the univariate interaction model indicates that the only interaction parameter that is significant is a' – the moderating effect of SES on additive genetic influence. This parameter was estimated to equal 0.12 (SE = 0.05), indicating that genetic influences on academic achievement are higher at higher levels SES. plots the variance in academic achievement attributable to additive genetic, shared environmental, and non-shared environmental influences as functions of SES, as implied by parameter estimates. It can be seen that the variance in achievement attributable to genes increases substantially from low to high SES levels. The same pattern can be observed in of the Appendix, which reports MZ and DZ correlations for low, middle, and high SES families.

Roeber Knowledge and Intellectual Interests

Cornell Interest Statement: Intellectual Interests

Research on gene-by-SES interactions is largely consistent with the propositions of transactional models – that children actively select and respond to environmental experiences in accordance with their own genetically-influenced traits, and that this process is restricted by socioeconomic disadvantage, resulting in lower heritability of cognitive outcomes in lower SES homes. However, the specific factors that govern how a child or adolescent differentially selects or responds to options within the environment remain largely unexplored. While the model emphasizes children's preexisting levels of ability and competence, we propose that non-cognitive factors – including levels of scholastic motivation, drive for achievement, intellectual self-concept, and intellectual interest – are also critical for the process of selecting environmental niches.

Intellectual Interests - Oxford Scholarship

Toys Universal Intellectual Interest Fruits Car: Toys & Games

is a schematic illustration that represents the proposed role of non-cognitive factors in the selection of environments that influence cognition and achievement. At the corners of the triangle are three core class of constructs: (a) interests, intentions, and personality; (b) proximal environments (peer groups, coursework, activities, interpersonal interactions); and (c) cognitive abilities and achievement. Along the sides of the triangle are mechanisms that illustrate the bidirectional nature of the relations between the three core constructs. For example, interest in intellectual and academic pursuits is probabilistically related to experiencing high quality proximal environments (for example, enrollment in challenging coursework), through processes by which children actively seek out these experiences (for example, an adolescent enrolling in advanced placement English in hopes of improving chances of college admission) and by which they evoke these experiences from others (for example, a teacher recommending more difficult math course to an engaged and interested student). In turn, high quality proximal environments can result in further intellectual interest as a result of socialization processes, while also directly boosting achievement through the instructional process. (This schematic is not intended to be fully comprehensive; there are, of course, many other mechanisms that may underlie the relations among the three core sets of constructs.)