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Generalist genes and cognitive abilities in Chinese twins.

Chow BW, Ho CS, Wong SW, Waye MM, Bishop DV - Dev Sci (2013)

Bottom Line: This study considered how far nonverbal cognitive, language and reading abilities are affected by common genetic influences in a sample of 312 typically developing Chinese twin pairs aged from 3 to 11 years.Children were individually given tasks of Chinese word reading, receptive vocabulary, phonological memory, tone awareness, syllable and rhyme awareness, rapid automatized naming, morphological awareness and orthographic skills, and Raven's Colored Progressive Matrices.This study extends the Generalist Genes Hypothesis to Chinese language and reading skills, suggesting that the general effects of genes could be universal across languages.

View Article: PubMed Central - PubMed

Affiliation: Department of Applied Social Studies, City University of Hong Kong, Hong Kong.

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Cholesky decomposition model.
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Related In: Results  -  Collection

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fig02: Cholesky decomposition model.

Mentions: The Cholesky decomposition model was employed to investigate the genetic and environmental links between Nonverbal Cognitive Ability, Language and Reading (see Figure 2). Three sets of ACE terms were specified in the model. The first set (A1, C1 and E1) linked to Nonverbal Cognitive Ability, Language, and Reading, and the second set (A2, C2, and E2) linked to Language and Reading. The third set (A3, C3, E3) contributed to Reading only. This model yielded a good fit (model fitting statistics of this model compared with the saturated model, ∆−2LL[∆df = 33] = 29.31, p > .05).


Generalist genes and cognitive abilities in Chinese twins.

Chow BW, Ho CS, Wong SW, Waye MM, Bishop DV - Dev Sci (2013)

Cholesky decomposition model.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC3757317&req=5

fig02: Cholesky decomposition model.
Mentions: The Cholesky decomposition model was employed to investigate the genetic and environmental links between Nonverbal Cognitive Ability, Language and Reading (see Figure 2). Three sets of ACE terms were specified in the model. The first set (A1, C1 and E1) linked to Nonverbal Cognitive Ability, Language, and Reading, and the second set (A2, C2, and E2) linked to Language and Reading. The third set (A3, C3, E3) contributed to Reading only. This model yielded a good fit (model fitting statistics of this model compared with the saturated model, ∆−2LL[∆df = 33] = 29.31, p > .05).

Bottom Line: This study considered how far nonverbal cognitive, language and reading abilities are affected by common genetic influences in a sample of 312 typically developing Chinese twin pairs aged from 3 to 11 years.Children were individually given tasks of Chinese word reading, receptive vocabulary, phonological memory, tone awareness, syllable and rhyme awareness, rapid automatized naming, morphological awareness and orthographic skills, and Raven's Colored Progressive Matrices.This study extends the Generalist Genes Hypothesis to Chinese language and reading skills, suggesting that the general effects of genes could be universal across languages.

View Article: PubMed Central - PubMed

Affiliation: Department of Applied Social Studies, City University of Hong Kong, Hong Kong.

Show MeSH