Heritability × SES Interaction for IQ: Is it Present in US Adoption Studies?

Loehlin, John C.; Corley, Robin P.; Reynolds, Chandra A.; Wadsworth, Sally J.

doi:10.1007/s10519-021-10080-w

Cited by 8 publications

(5 citation statements)

References 15 publications

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“…It is also possible that non-ordinary characteristics about step siblings and adoptive/foster pairs prevent the Scarr-Rowe effect from being generalized to these families. In fact, the Scarr-Rowe effect was also absent in a recent family study of adoptees (Loehlin et al, 2022). of the additive genetic effect by both parental education and peer academic environment was observed, but only marginally significant.…”

Section: Discussionmentioning

confidence: 79%

“…in analyses to amplify statistical power (Kirkpatrick et al, 2015;Rowe et al, 1999). Moreover, including these genetic pairs broadens the scope of the relationship to which the Scarr-Rowe can be applied: one recent study has included adoptive families as a way of examining the Scarr-Rowe interaction in contexts broader than only MZ and DZ twins (Loehlin et al, 2022). Siblings and adoptees have also provided valuable insights into other forms of gene-environment interplay in quantitative genetic and social genomic studies A second reason for variability in the Scarr-Rowe interaction is that gene×SES interactions may differ in strength across different populations or societies.…”

Section: Introductionmentioning

confidence: 99%

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A Longitudinal Analysis of Gene x Environment Interaction on Verbal Intelligence Across Adolescence and Early Adulthood

Dong¹,

Giangrande

Womack³

et al. 2023

Preprint

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The Scarr-Rowe hypothesis proposes that the heritability of intelligence is higher in more advantaged socioeconomic contexts. An early demonstration of this hypothesis was Rowe and colleagues (1999), where an interaction between the heritability of verbal intelligence and parental education was identified in adolescent siblings in Wave I of the National Longitudinal Study of Adolescent to Adult Health. The present study repeated their original analysis at Wave I using contemporary methods, replicated the finding during young adulthood at Wave III, and analyzed the interaction longitudinally utilizing multiple measurements. We examined parental education, family income, and peer academic environment as potential moderators. Results indicated increased heritability and decreased shared environmental variance of verbal intelligence at higher levels of parental education and peer academic environment in adolescence. Moreover, moderation by peer academic environment persisted into adulthood with its effect partially attributable to novel gene-environment interactions that arose in the process of cognitive development.

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Section: Discussionmentioning

confidence: 79%

Section: Introductionmentioning

confidence: 99%

A Longitudinal Analysis of Gene x Environment Interaction on Verbal Intelligence Across Adolescence and Early Adulthood

Dong¹,

Giangrande

Womack³

et al. 2023

Preprint

View full text Add to dashboard Cite

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“…Model-fitting results for Osborne Set One are provided in Table S1. As one might expect given the theory and evidence that support most genetic variance being additive (Hill et al, 2008;Hivert et al, 2021;Mäki-Tanila & Hill, 2014;Pazokitoroudi et al, 2021) and the presence of shared environmental effects in adoption studies (Cesarini & Visscher, 2017;Kendler et al, 2014;Mason & Frick, 1994;Rhee & Waldman, 2002;Willoughby et al, 2021) 5 , models featuring shared 5 Because typical adoption studies can only tell us about the presence of C and cannot say anything about D, the fact that many adoption studies do not support non-zero C (e.g., Frisell et al, 2012;Loehlin et al, 2022;Mednick et al, 1984) is irrelevant to the decision between C and D.…”

Section: Discussionmentioning

confidence: 99%

Quantifying the Flynn Effect in Spain, 1991–2022

Lasker

2023

Preprint

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The Flynn effect is a topic of perennial interest to intelligence researchers, and it is one of the few pieces of intelligence research that has enjoyed considerable acclaim among the broader public. A recent study (Colom et al., 2023) purported to find a positive Flynn effect in Spain alongside considerable psychometric bias with respect to intercohort comparisons, suggesting that the Flynn effect based on observed score increases was misestimated. A reanalysis and reconsideration of that study’s data and results is performed and proffered. Modern methods for correcting scores for psychometric bias suggest that, depending on the choice of model, the Flynn effect in Spain has either been underestimated or reversed. At the same time, problems with sample selection make any conclusions about the Flynn effect or its reversal dubious.

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“…Other studies of the Scarr-Rowe effect have used different behavior-genetic techniques, including adoption designs ( Loehlin et al, 2022 ), parent-offspring resemblance measures ( Nagoshi and Johnson, 2005 ; Flores-Mendoza et al, 2017 ), and molecular methods such as single nucleotide polymorphism heritabilities and polygenic scoring (PGS) ( Woodley of Menie et al, 2018 ; Rask-Andersen et al, 2021 ; Woodley of Menie et al, 2021 ; Peñaherrera-Aguirre et al, 2022 ). The results of these studies have also been mixed, with some (e.g., Woodley of Menie et al, 2018 , 2021 ; Peñaherrera-Aguirre et al, 2022 ) finding evidence for the effect in both younger and older US cohorts, some finding evidence for the effect in (younger) Brazilian cohorts ( Flores-Mendoza et al, 2017 ), some finding no evidence for the effect in (older) US cohorts ( Nagoshi and Johnson, 2005 ; Loehlin et al, 2022 ), and another finding evidence for the opposite effect in a large middle-aged UK cohort ( Rask-Andersen et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Parent-offspring resemblance for educational attainment reduces with increased social class in a global sample: evidence for the compensatory advantage hypothesis

Woodley of Menie,

Sarraf,

Peñaherrera-Aguirre

et al. 2024

Front. Psychol.

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IntroductionThe degree to which (self-reported) social class predicts parent-offspring resemblance for educational attainment (EA) is examined in a globally representative dataset of 69,116 individuals sourced from 56 countries.MethodsA hierarchical general linear model is used to predict participant EA with the two-way interaction between class and parental EA, after controlling for regional effects, the main effects of age, class, parental EA, and interactions among these.ResultsSocial class-by-parental EA interaction negatively predicts participant EA (semipartial r = −0.04, 95% CI = −0.05 to −0.03), meaning that among those who report belonging to a “higher” social class, the degree of parent-offspring resemblance for EA is reduced, contrary to the Scarr-Rowe hypothesis, which holds that genetic influences on cognitive ability and related phenotypes (captured here in part by parent-offspring resemblance) should be greater among those from higher socioeconomic status (SES) backgrounds. These results replicate using a quantile regression model, where it was found that among those with lower social class ordinals, the strength of the parent-participant EA association is significantly stronger relative to those in the highest ordinal. No significant sex differences are present.DiscussionThese findings are consistent with the compensatory advantage hypothesis, which predicts decreased heritability of EA and related phenotypes among affluent families, as increased access to educational resources should enhance opportunities for cognitive growth in a way that compensates for intrinsic disadvantages.

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Heritability × SES Interaction for IQ: Is it Present in US Adoption Studies?

Cited by 8 publications

References 15 publications

A Longitudinal Analysis of Gene x Environment Interaction on Verbal Intelligence Across Adolescence and Early Adulthood

A Longitudinal Analysis of Gene x Environment Interaction on Verbal Intelligence Across Adolescence and Early Adulthood

Quantifying the Flynn Effect in Spain, 1991–2022

Parent-offspring resemblance for educational attainment reduces with increased social class in a global sample: evidence for the compensatory advantage hypothesis

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