Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-23T20:47:53.016Z Has data issue: false hasContentIssue false

Developmental Origins of Low Mathematics Performance and Normal Variation in Twins from 7 to 9 Years

Published online by Cambridge University Press:  21 February 2012

Claire M. A. Haworth*
Affiliation:
Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King's College London, De Crespigny Park, London, United Kingdom. [email protected]
Yulia Kovas
Affiliation:
Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King's College London, De Crespigny Park, London, United Kingdom.
Stephen A. Petrill
Affiliation:
Department of Human Development and Family Science, Ohio State University, Columbus, Ohio, United States of America.
Robert Plomin
Affiliation:
Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King's College London, De Crespigny Park, London, United Kingdom.
*
*Address for correspondence: Claire Haworth, SGDP Centre, Institute of Psychiatry, King's College London, De Crespigny Park, London SE5 8AF, UK.

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

A previous publication reported the etiology of mathematics performance in 7-year-old twins (Oliver et al., 2004). As part of the same longitudinal study we investigated low mathematics performance and normal variation in a representative United Kingdom sample of 1713 same-sex 9-year-old twins based on teacher-assessed National Curriculum standards. Univariate individual differences and DeFries-Fulker extremes analyses were performed. Similar to our results at 7 years, all mathematics scores at 9 years showed high heritability (.62–.75) and low shared environmental estimates (.00–.11) for both the low performance group and the full sample. Longitudinal analyses were performed from 7 to 9 years. These longitudinal analyses indicated strong genetic continuity from 7 to 9 years for both low performance and mathematics in the normal range. We conclude that, despite the considerable differences in mathematics curricula from 7 to 9 years, the same genetic effects largely operate at the two ages.

Type
Articles
Copyright
Copyright © Cambridge University Press 2007