Adoption and Cognitive Development: A Meta-Analytic Comparison of Adopted and Nonadopted Children's IQ and School Performance.

IJzendoorn, Marinus H. van; Juffer, Femmie; Poelhuis, Caroline W. Klein

doi:10.1037/0033-2909.131.2.301

Cited by 401 publications

(296 citation statements)

References 97 publications

(118 reference statements)

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“…These findings are partly consistent with our study in that there was an effect of social class of approximately the same magnitude for general cognitive abilities within dizygotic pairs as within siblings for their measure of IQ. However, our absence of evidence for childhood social class influences after fully controlling for genetic confounds [genetic influences on both cognition and educational attainment (20)] differs from previous studies using adoption data (10,11). The monozygotic within-pair analysis provides a more complete control of genetic confounds than the within-sibpair comparisons by Kendler et al (11).…”

Section: Discussioncontrasting

confidence: 52%

“…Thus, to more fully understand the role of social class on cognition there is a need for use of genetically informative samples. A metaanalysis of adoption and cognitive development showed that adoption to a family with higher social class had a positive effect on IQ of the adoptees compared with nonadopted biological siblings (10). Using data on home-reared and adoptedaway siblings, Kendler et al (11) found that IQ in late adolescence/young adulthood (age 18 y) was associated with the rearing environment, and that the observed differences in IQ were related to the rearing parents' level of education.…”

mentioning

confidence: 99%

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Childhood social class and cognitive aging in the Swedish Adoption/Twin Study of Aging

Ericsson

Lundholm

Fors

et al. 2017

Proc. Natl. Acad. Sci. U.S.A.

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In this report we analyzed genetically informative data to investigate within-person change and between-person differences in late-life cognitive abilities as a function of childhood social class. We used data from nine testing occasions spanning 28 y in the Swedish Adoption/Twin Study of Aging and parental social class based on the Swedish socioeconomic index. Cognitive ability included a general factor and the four domains of verbal, fluid, memory, and perceptual speed. Latent growth curve models of the longitudinal data tested whether level and change in cognitive performance differed as a function of childhood social class. Between-within twin-pair analyses were performed on twins reared apart to assess familial confounding. Childhood social class was significantly associated with mean-level cognitive performance at age 65 y, but not with rate of cognitive change. The association decreased in magnitude but remained significant after adjustments for level of education and the degree to which the rearing family was supportive toward education. A between-pair effect of childhood social class was significant in all cognitive domains, whereas within-pair estimates were attenuated, indicating genetic confounding. Thus, childhood social class is important for cognitive performance in adulthood on a population level, but the association is largely attributable to genetic influences. childhood social class | cognitive aging | adoption | twins

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Section: Discussioncontrasting

confidence: 52%

mentioning

confidence: 99%

Childhood social class and cognitive aging in the Swedish Adoption/Twin Study of Aging

Ericsson

Lundholm

Fors

et al. 2017

Proc. Natl. Acad. Sci. U.S.A.

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“…IQ gains as large as 19.5 have been found among children adopted by high SES families at ages 4-6 and who had experienced abuse or neglect (Duyme, Dumaret, & Tomkiewcz, 1999). A recent meta-analysis showed that adopted children's IQ scores exceeded those of their non-adopted biological siblings and peers who remained with their birth families or in institutional care (Van Ijzendoorn, Juffer, & Poelhuis, 2005). The adopted children's scores did not differ from those of their non-adopted siblings (the children with whom they were raised) or their peers.…”

Section: Discussionmentioning

confidence: 99%

Intellectual similarity of virtual twin pairs: Developmental trends

Segal

McGuire

Havlena

et al. 2007

Personality and Individual Differences

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Virtual twins (VTs) are same-age unrelated siblings reared together from infancy who replicate twinship, but without the genetic relatedness. A 2005 report from the ongoing Fullerton Virtual Twin Study found an IQ intraclass correlation of .26 (p < .01, n = 113 pairs) and a within-pair difference of 13.22 IQ points. The average age of VTs in that study was 8.10 years (SD = 8.56, range: 4.01-54.84 years). An opportunity to retest members of 43 VT pairs, 1.70-8.96 years after their time 1 assessment, allowed additional analyses of genetic and environmental influences underlying general intellectual development. A decrease in the VT IQ correlation and an increase in the within-pair difference were indicated, consistent with increasing genetic and/or non-shared environmental influences and decreasing shared environmental influence on general intellectual development throughout childhood.

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“…A recent meta-analysis has reported that national and international adoptees do not perform as well as non-adopted children of the same age at school while there are only ''negligible'' differences in IQ [7]. The authors introduced the term ''adoption decalage'' to describe the discrepancy between cognitive prerequisites (IQ) and school performance and related this to ''socio-emotional problems related to their adoption status''.…”

Section: Introductionmentioning

confidence: 99%

School performance of international adoptees better than expected from cognitive test results

Lindblad

Dalen

Rasmussen

et al. 2009

Eur Child Adolesc Psychiatry

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Objective: To investigate school performance of international adoptees in relation to their cognitive competence. Method: From the population of all male Swedish residents born 1973–1976, registered in the census 1985 and with complete test scores from military conscription, the following study groups were identified: Korean adoptees (n = 320), non-Korean adoptees (n = 1,125), siblings (children born by adoptive parents, n = 190) and Swedish majority comparisons (n = 142,024). Global scores from intelligence tests at conscription were compared with grade points from the last compulsory school year (year 9). Linear and logistic regression was applied in statistical analyses. Results: The mean grade points in theoretical subjects were lower in non-Korean adoptees than in the majority population, but when global test scores from military conscription were adjusted for, outcomes were significantly better, equal for physics, than in the majority population. The grade points of Korean adoptees were higher than in the majority population and the same held true after adjusting for global test scores. When SES was taken into account, the risk of poor school performance (only completed lower subject levels) increased in non-Korean adoptees compared to models only adjusted for age and sex. Conclusion: Male international adoptees generally perform better in school than expected by their cognitive competence. A cognitive evaluation is important in the assessment of adoptees with learning difficulties

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Adoption and Cognitive Development: A Meta-Analytic Comparison of Adopted and Nonadopted Children's IQ and School Performance.

Cited by 401 publications

References 97 publications

Childhood social class and cognitive aging in the Swedish Adoption/Twin Study of Aging

Childhood social class and cognitive aging in the Swedish Adoption/Twin Study of Aging

Intellectual similarity of virtual twin pairs: Developmental trends

School performance of international adoptees better than expected from cognitive test results

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