@article{ff5619548a704074a6b01934355d913c,
title = "Socioeconomic status and genetic influences on cognitive development",
abstract = "Accurate understanding of environmental moderation of genetic influences is vital to advancing the science of cognitive development as well as for designing interventions. One widely reported idea is increasing genetic influence on cognition for children raised in higher socioeconomic status (SES) families, including recent proposals that the pattern is a particularly US phenomenon. We used matched birth and school records from Florida siblings and twins born in 1994-2002 to provide the largest, most populationdiverse consideration of this hypothesis to date. We found no evidence of SES moderation of genetic influence on test scores, suggesting that articulating gene-environment interactions for cognition is more complex and elusive than previously supposed.",
keywords = "Behavior genetics, Cognition, Environmental moderation, Socioeconomic status, Twin studies",
author = "Figlio, {David N.} and Jeremy Freese and Krzysztof Karbownik and Jeffrey Roth and Heckman, {James J.}",
note = "Funding Information: We thank Timothy Bates, Elliot Tucker-Drob, and Eric Turkheimer for helpful discussions; Livia Baer-Bositis for editorial assistance; and Elliot Tucker-Drob for additional help with MPlus code. We thank the Florida Departments of Education and Health for providing the de-identified, matched data used in this analysis. D.N.F. and J.R. acknowledge support from the National Science Foundation and the Institute for Education Sciences (CALDER Grant), and D.N.F. acknowledges support from the National Institute of Child Health and Human Development and the Bill and Melinda Gates Foundation. The conclusions expressed in this paper are those of the authors and do not represent the positions of the Florida Departments of Education and Health or those of our funders. Funding Information: ACKNOWLEDGMENTS. We thank Timothy Bates, Elliot Tucker-Drob, and Eric Turkheimer for helpful discussions; Livia Baer-Bositis for editorial assistance; and Elliot Tucker-Drob for additional help with MPlus code. We thank the Florida Departments of Education and Health for providing the de-identified, matched data used in this analysis. D.N.F. and J.R. acknowledge support from the National Science Foundation and the Institute for Education Sciences (CALDER Grant), and D.N.F. acknowledges support from the National Institute of Child Health and Human Development and the Bill and Melinda Gates Foundation. The conclusions expressed in this paper are those of the authors and do not represent the positions of the Florida Departments of Education and Health or those of our funders.",
year = "2017",
month = dec,
day = "19",
doi = "10.1073/pnas.1708491114",
language = "English (US)",
volume = "114",
pages = "13441--13446",
journal = "Proceedings of the National Academy of Sciences of the United States of America",
issn = "0027-8424",
publisher = "National Academy of Sciences",
number = "51",
}