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Nature, Nurture, and the Transition to Early
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Stephen A. Petrill, Robert Plomin, John C. DeFries, and John K. Hewitt

Print publication date: 2003

Print ISBN-13: 9780195157475

Published to Oxford Scholarship Online: March 2012

DOI: 10.1093/acprof:oso/9780195157475.001.0001

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Developmental Analysis of IQ

Developmental Analysis of IQ

(p.13) 2 Developmental Analysis of IQ
Nature, Nurture, and the Transition to Early Adolescence

E. G. Bishop

Stacey S. Cherny

John K. Hewitt

Oxford University Press

This chapter describes some aspects of the development of general cognitive ability from infancy through the transition to early adolescence. This is done through analysis of data from the Colorado Adoption Project (CAP). The chapter focuses on the development of individual differences in general cognitive ability at ages one to twelve. The extent that phenotypic differences are correlated over time implies continuity in development; the extent that they are not correlated implies change. The relationship between genetic and environmental influences across time indicates the degree to which these processes of continuity and change are driven by genetic factors and by the environment. The structural equation modeling approach brings powerful methods to bear on the issue of behavioral development. The multivariate modeling approach has been used to explore the origins of covariation between cognitive ability and academic achievement. Genes or environments may be consistent in the nature of their influence during development. Alongside developmental continuity, gene expression, and the influence of the environment can change with age.

Keywords:   Colorado Adoption Project, development, cognitive ability, adolescence, phenotypic differences, genetic factors, environment, structural equation modeling, academic achievement

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