Genotype-environment correlations for language-related abilities: implications for typical and atypical learners.
Recent behavioral genetic research has shown that genetic propensities are associated with individual differences in experiences, and thus, what may appear to be environmental effects can reflect genetic influence. This study examines passive genotype-environment correlations (GECs) for language-related abilities by comparing environment-child language associations in adoptive and nonadoptive families. The results provide evidence for the genetic mediation of the association between home environmental variables, such as the provision of toys and games, maternal involvement, and degree of intellectual/cultural orientation with children's language-related abilities. Developmental changes in passive GECs are considered, and the implications for typical and atypical learners are discussed.
Gilger
J W
JW
Department of Child and Family Studies, California State University, Los Angeles 90032, USA. jeffg565@excite.com
Ho
H Z
HZ
Whipple
A D
AD
Spitz
R
R
D000300:Adoption; D002648:Child; D002675:Child, Preschool; D003120:Colorado; D004410:Dyslexia / Q000175:diagnosis / Q000235:genetics*; D005838:Genotype; D006801:Humans; D007360:Intelligence / Q000235:genetics; D007805:Language Development Disorders / Q000175:diagnosis / Q000235:genetics*; D007859:Learning Disabilities / Q000175:diagnosis / Q000235:genetics*; D008137:Longitudinal Studies; D009034:Mother-Child Relations; D010641:Phenotype; D012931:Social Environment; D013223:Statistics as Topic