title: Large Cross-National Differences in Gene × Socioeconomic Status Interaction on Intelligence.
abstract: A core hypothesis in developmental theory predicts that genetic influences on intelligence and academic achievement are suppressed under conditions of socioeconomic privation and more fully realized under conditions of socioeconomic advantage: a Gene × Childhood Socioeconomic Status (SES) interaction. Tests of this hypothesis have produced apparently inconsistent results. We performed a meta-analysis of tests of Gene × SES interaction on intelligence and academic-achievement test scores, allowing for stratification by nation (United States vs. non-United States), and we conducted rigorous tests for publication bias and between-studies heterogeneity. In U.S. studies, we found clear support for moderately sized Gene × SES effects. In studies from Western Europe and Australia, where social policies ensure more uniform access to high-quality education and health care, Gene × SES effects were zero or reversed.
authors.affiliation: University of Texas at Austin.
authors.forename: Elliot M
authors.initials: EM
authors.lastname: Tucker-Drob
authors.affiliation: University of Edinburgh.
authors.forename: Timothy C
authors.initials: TC
authors.lastname: Bates
mesh_terms: D004521:Educational Measurement / Q000379:methods*; D059647:Gene-Environment Interaction; D006801:Humans; D007360:Intelligence / Q000235:genetics*; D008957:Models, Genetic; D008960:Models, Psychological; D012923:Social Class; D014481:United States
keywords: behavior genetics; intelligence; open data; socioeconomic status