Early manifestations of intellectual performance: Evidence that genetic effects on later academic test performance are mediated through verbal performance in early childhood

Chloe Austerberry; Pasco Fearon; Angelica Ronald; Leslie D Leve; Jody M Ganiban; Misaki N Natsuaki; Daniel S Shaw; Jenae M Neiderhiser; David Reiss

doi:10.1111/cdev.13706

Back

Early manifestations of intellectual performance: Evidence that genetic effects on later academic test performance are mediated through verbal performance in early childhood

Journal article

Peer reviewed

Early manifestations of intellectual performance: Evidence that genetic effects on later academic test performance are mediated through verbal performance in early childhood

Chloe Austerberry, Pasco Fearon, Angelica Ronald, Leslie D Leve, Jody M Ganiban, Misaki N Natsuaki, Daniel S Shaw, Jenae M Neiderhiser and David Reiss

Child development, Vol.93(2), pp.e188-e206

03/2022

DOI: https://doi.org/10.1111/cdev.13706

PMID: 34783370

Abstract

Academic Performance

Child

Child, Preschool

Executive Function

Female

Humans

Male

Intellectual performance is highly heritable and robustly predicts lifelong health and success but the earliest manifestations of genetic effects on this asset are not well understood. This study examined whether early executive function (EF) or verbal performance mediate genetic influences on subsequent intellectual performance, in 561 U.S.-based adoptees (57% male) and their birth and adoptive parents (70% and 92% White, 13% and 4% African American, 7% and 2% Latinx, respectively), administered measures in 2003-2017. Genetic influences on children's academic performance at 7 years were mediated by verbal performance at 4.5 years (β = .22, 95% CI [0.08, 0.35], p = .002) and not via EF, indicating that verbal performance is an early manifestation of genetic propensity for intellectual performance.

Metrics

14 Record Views

4 Times Cited - Web of Science

See more details

Details

Title: Early manifestations of intellectual performance: Evidence that genetic effects on later academic test performance are mediated through verbal performance in early childhood
Creators: Chloe Austerberry - Research Department of Clinical, Educational and Health Psychology, UCL, London, UK.
Pasco Fearon - Research Department of Clinical, Educational and Health Psychology, UCL, London, UK.
Angelica Ronald - Birkbeck, University of London
Leslie D Leve - University of Oregon
Jody M Ganiban - George Washington University
Misaki N Natsuaki - University of California, Riverside
Daniel S Shaw - University of Pittsburgh
Jenae M Neiderhiser - Pennsylvania State University
David Reiss - Yale University
Publication Details: Child development, Vol.93(2), pp.e188-e206
Date published: 03/2022
Grant note: R01 HD042608 / NICHD NIH HHS R01 DA020585 / NIDA NIH HHS ES/P000592/1 / Economic and Social Research Council R01 DA020585 / NIMH NIH HHS R01 MH092118 / NIMH NIH HHS R01 HD042608 / NIDA NIH HHS R01 DA035062 / NIDA NIH HHS UH3 OD023389 / NIH HHS
Identifiers: 99731226002346
Academic Unit: School of Psychology
Language: English
Resource Type: Journal article

Early manifestations of intellectual performance: Evidence that genetic effects on later academic test performance are mediated through verbal performance in early childhood

Abstract

Metrics

Details

Usage Policy