Journal
PSYCHOLOGICAL SCIENCE
Volume 27, Issue 2, Pages 138-149Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/0956797615612727
Keywords
intelligence; behavior genetics; socioeconomic status; open data
Categories
Funding
- National Institutes of Health [R24HD042849]
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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 x Childhood Socioeconomic Status (SES) interaction. Tests of this hypothesis have produced apparently inconsistent results. We performed a meta-analysis of tests of Gene x 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 x SES effects. In studies from Western Europe and Australia, where social policies ensure more uniform access to high-quality education and health care, Gene x SES effects were zero or reversed.
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