This study examined gene–environment correlation (rGE) in intellectual and academic development in 561 U.S.‐based adoptees (57% male; 56% non‐Latinx White, 19% multiracial, 13% Black or African American, 11% Latinx) and their birth and adoptive parents between 2003 and 2017. Birth mother intellectual and academic performance predicted adoptive mother warmth at child age 6 (β = .14, p = .038) and 7 (β = .12, p = .040) but not 4.5 years, and adoptive father warmth at 7 (β = .18, p = .007) but not 4.5 or 6 years. These rGE effects were not mediated by children's language. Contrary to theory that rGE accounts for increasing heritability of intellectual ability, parenting did not mediate genetic effects on children's language or academic performance.

中文翻译：

---

智力和学术能力发展的遗传因素对早期照顾环境的唤起作用


这项研究检查了基因与环境的相关性（ r GE）对 2003 年至 2017 年间 561 名美国被收养者（57% 男性；56% 非拉丁裔白人，19% 多种族，13% 黑人或非裔美国人，11% 拉丁裔）及其亲生父母和养父母的智力和学术发展进行了调查生母的智力和学习成绩预示着养母在孩子 6 岁时的温暖（. β = .14, p = .038) 和 7 ( β = .12, p = .040) 但不是 4.5 年，而养父的温暖是 7 ( β = .18, p = .007) 但不是 4.5 或 6 年。这些r GE效应不是由儿童语言介导的。与理论相反r GE解释了智力能力遗传性的增加，养育方式并没有调节遗传对儿童语言或学业成绩的影响。