Gene x SES interaction on child achievement and cognition in a U.S. sample

The prediction that children raised in higher socioeconomic status homes will experience higher heritability of cognitive traits than children raised in lower socioeconomic status homes has been supported in samples collected... [ view full abstract ]

The prediction that children raised in higher socioeconomic status homes will experience higher heritability of cognitive traits than children raised in lower socioeconomic status homes has been supported in samples collected in the United States (Tucker-Drob & Bates, 2014). The present study seeks to explore the effects of the gene x SES interaction in a sample of twins collected from the Western Reserve Reading and Math Project. In total, 754 twins (MZ: n = 294 ; DZ: n = 460) living in the midwestern U.S. were assessed on SES at both the family and school level. Nine waves of data, including IQ, reading achievement, and math achievement at various time points, were collected via in-person testing, from ages 6 to 15. The gene x SES interaction was explored using a set of models with main effects of SES in combination with moderation of A, C, and/or E (Purcell, 2002). Stability and change was also assessed across the school-years. Results from gene x SES modeling with SES characterized by both family and school level will be discussed.

Purcell S (2002) Variance components models for gene-environment interaction in twin analysis. Twin Research 5:554–571

Tucker-Drob E. M., Bates T. C. (2016). Large cross-national differences in gene × socioeconomic status interaction on intelligence. Psychological Science, 27, 138–149. doi:10.1177/0956797615612727