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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26726
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dc.contributor.authorGrasby, Katrina Len
dc.contributor.authorCoventry, William Len
dc.contributor.authorByrne, Brianen
dc.contributor.authorOlson, Richard Ken
dc.date.accessioned2019-04-15T05:15:44Z-
dc.date.available2019-04-15T05:15:44Z-
dc.date.issued2019-03-
dc.identifier.citationChild Development, 90(2), p. 623-637en
dc.identifier.issn1467-8624en
dc.identifier.issn0009-3920en
dc.identifier.urihttps://hdl.handle.net/1959.11/26726-
dc.description.abstractSocioeconomic status (SES) has been found to moderate the influence of genes and the environment on cognitive ability, such that genetic influence is greater when SES is higher, and the shared environment is greater when SES is lower, but not in all Western countries. The effects of both family and school SES on the heritability of literacy and numeracy in Australian twins aged 8, 10, 12, and 14 years with 1,307, 1,235, 1,076, and 930 pairs at each age, respectively, were tested. Shared environmental influences on Grade 3 literacy were greater with low family SES, and no other moderating effects of SES were significant. These findings are contrasted with results from the United States and the United Kingdom.en
dc.languageenen
dc.publisherWiley-Blackwell Publishing, Incen
dc.relation.ispartofChild Developmenten
dc.titleLittle Evidence That Socioeconomic Status Modifies Heritability of Literacy and Numeracy in Australiaen
dc.typeJournal Articleen
dc.identifier.doi10.1111/cdev.12920en
dc.subject.keywordsEducational Psychologyen
local.contributor.firstnameKatrina Len
local.contributor.firstnameWilliam Len
local.contributor.firstnameBrianen
local.contributor.firstnameRichard Ken
local.relation.isfundedbyARCen
local.subject.for2008170103 Educational Psychologyen
local.subject.seo2008939903 Equity and Access to Educationen
local.profile.schoolSchool of Psychologyen
local.profile.schoolAdministrationen
local.profile.emailkatrina.grasby@qimrberghofer.edu.auen
local.profile.emailwcovent2@une.edu.auen
local.profile.emailbbyrne@une.edu.auen
local.output.categoryC1en
local.grant.numberDP120102414en
local.grant.number628911en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20180214-161947en
local.publisher.placeUnited States of Americaen
local.format.startpage623en
local.format.endpage637en
local.identifier.scopusid85062643590en
local.peerreviewedYesen
local.identifier.volume90en
local.identifier.issue2en
local.contributor.lastnameGrasbyen
local.contributor.lastnameCoventryen
local.contributor.lastnameByrneen
local.contributor.lastnameOlsonen
dc.identifier.staffune-id:wcovent2en
dc.identifier.staffune-id:bbyrneen
local.profile.orcid0000-0003-0864-5463en
local.profile.orcid0000-0002-5532-9407en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/215850en
local.identifier.unepublicationidune:20180214-161947en
local.date.onlineversion2017-08-18-
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleLittle Evidence That Socioeconomic Status Modifies Heritability of Literacy and Numeracy in Australiaen
local.relation.fundingsourcenoteNHMRCen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.relation.grantdescriptionARC/DP120102414en
local.search.authorGrasby, Katrina Len
local.search.authorCoventry, William Len
local.search.authorByrne, Brianen
local.search.authorOlson, Richard Ken
local.istranslatedNoen
local.uneassociationUnknownen
local.identifier.wosid000460664900028en
local.year.available2017en
local.year.published2019en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/e31805c0-170c-4193-9652-e070e6bead8een
local.subject.for2020520102 Educational psychologyen
local.subject.seo2020160201 Equity and access to educationen
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School of Psychology
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