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"?
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.