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Genetic and Environmental Influences on Cognition Across Development and Context
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Genes account for between approximately 50% and 70% of the variation in cognition at the population level. However, population-level estimates of heritability potentially mask marked subgroup differences. We review the body of empirical evidence indicating that (a) genetic influences on cognition increase from infancy to adulthood, and (b) genetic influences on cognition are maximized in more advantaged socioeconomic contexts (i.e., a Gene × Socioeconomic Status interaction). We discuss potential mechanisms underlying these effects, particularly transactional models of cognitive development. Transactional models predict that people in high-opportunity contexts actively evoke and select positive learning experiences on the basis of their genetic predispositions; these learning experiences, in turn, reciprocally influence cognition. The net result of this transactional process is increasing genetic influence with increasing age and increasing environmental opportunity.
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“Genetic differences are probabilistically associated with psychiatric, medical, and social outcomes, in part via environmental mechanisms that might differ across historical, political, and economic contexts61.”
From Multivariate analysis of 1.5 million people identifies genetic associations with traits related to self-regulation and addiction. (2021) · cites this paper as [61]
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“Indeed, both phenomena may reflect a process of increased and accumulated effects of gene-environment transactions with the increased opportunity that comes with both social class and age (Tucker-Drob et al., 2013; Turkheimer & Horn, 2014).”
From Large Cross-National Differences in Gene × Socioeconomic Status Interaction on Intelligence (2016) · cites this paper as Tucker-Drob et al., 2013
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Metadata
- Authors
- Tucker-Drob, E. M., Briley, D. A., & Harden, K. P.
- Affiliations
- Department of Psychology and Population Research Center, University of Texas at Austin
- The University of Texas at Austin (US)
- Venue
- Current Directions in Psychological Science
- Publisher
- SAGE Publications
- Published
- 2013-09-25
- Volume
- 22
- Issue
- 5
- Pages
- 349-355
- ISSN
- 0963-7214 (ISSN-L)
- 1467-8721
- PMC
- PMC4006996
- OpenAlex
- W2135600715
- Semantic Scholar
- 2dc1d7f0835ff2109e7e24c76ea0129d5c266c0c
- Cited by
- 295
- References
- 47
- Citations by year
- 2026: 18 · 2025: 33 · 2024: 28 · 2023: 25 · 2022: 33 · 2021: 33 · 2020: 26 · 2019: 18 · 2018: 21 · 2017: 18 · 2016: 18 · 2015: 16 · 2014: 7 · 2013: 1
- FWCI
- 18.91
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Current Directions in Psychological Science (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R24HD042849, R21HD069772, T32HD007081)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Sociology and Political Science › Intergenerational and Educational Inequality Studies
- Life Sciences › Biochemistry, Genetics and Molecular Biology › Genetics › Genetic Associations and Epidemiology
- Keywords
- environmental influences on cognition, socioeconomic status, learning opportunities, genetic susceptibility
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