Abstract
Genetics contributes importantly to learning abilities and disabilities—not just to reading, the target of most genetic research, but also to mathematics and other academic areas as well. One of the most important recent findings from quantitative genetic research such as twin studies is that the same set of genes is largely responsible for genetic influence across these domains. We call these “generalist genes” to highlight their pervasive influence. In other words, most genes found to be associated with a particular learning ability or disability (such as reading) will also be associated with other learning abilities and disabilities (such as mathematics). Moreover, some generalist genes for learning abilities and disabilities are even more general in their effect, encompassing other cognitive abilities such as memory and spatial ability. When these generalist genes are identified, they will greatly accelerate research on general mechanisms at all levels of analysis from genes to brain to behavior.
Highlights
Genetics contributes importantly to learning abilities and disabilities—not just to reading, the target of most genetic research, and to mathematics and other academic areas as well
One of the most important recent findings from quantitative genetic research such as twin studies is that the same set of genes is largely responsible for genetic influence across these domains
In a large and representative sample of several thousand pairs of twins, we have focused on multivariate genetic analysis of learning abilities and disabilities in the early school years at 7, 9, and 10 years in a study called the Twins Early Development Study (TEDS; Oliver & Plomin, in press)
Summary
More than 90% of teachers and parents say that they believe genetics to be at least as important as the environment for learning abilities and disabilities (Plomin & Walker, 2003). In the hope that scientists and policy makers realize the important contribution that genetics makes to learning abilities and disabilities, we offer only a broad overview concerning this rudimentary nature–nurture issue. Most research uses the twin method that compares resemblance for genetically identical twins (identical, monozygotic [MZ]) and for twins who are only 50% similar genetically (fraternal, dizygotic [DZ]). Genetic influence is suggested to the extent that MZ twins are more similar than DZ twins, reflecting the twofold greater genetic similarity of MZ as compared with DZ twins. The average concordances for MZ and DZ twins are Volume 1—Number 1
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