Journal
CHILD DEVELOPMENT
Volume 80, Issue 3, Pages 662-673Publisher
WILEY-BLACKWELL PUBLISHING, INC
DOI: 10.1111/j.1467-8624.2009.01289.x
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Funding
- Medical Research Council [G0500079, G9817803B, G19/2] Funding Source: researchfish
- MRC [G19/2, G0500079] Funding Source: UKRI
- Medical Research Council [G0500079(73692), G19/2, G0500079] Funding Source: Medline
- NICHD NIH HHS [HD46167, R01 HD046167, HD44454] Funding Source: Medline
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During childhood and adolescence, increases in heritability and decreases in shared environmental influences have typically been found for cognitive abilities. A sample of more than 2,500 pairs of twins from the Twins Early Development Study was used to investigate whether a similar pattern would be found for science performance from 9 to 12 years. Science performance was based on teacher-assessed U.K. National Curriculum standards. Science at 9 years showed high heritability (64%) and modest shared environmental (16%) estimates. In contrast to the expected developmental pattern, heritability was significantly lower at 12 years (47%) and shared environmental influences were significantly higher (32%). Understanding what these increasingly important shared environmental influences are could lead to interventions that encourage engagement in science throughout the lifespan.
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