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：

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智力和学术能力发展的遗传因素对早期照料环境的唤起作用


本研究检查了 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）及其亲生父母和收养父母的智力和学术发展中的基因-环境相关性 （rGE）。生母的智力和学习成绩预测了 6 岁 （β = .14， p = .038） 和 7 岁 （β = .12， p = .040） 而不是 4.5 岁时的养母温暖，以及 7 岁 （β = .18， p = .007） 但不是 4.5 或 6 岁时的养父温暖。这些 rGE 效应不是由儿童语言介导的。与 rGE 导致智力遗传性增加的理论相反，养育子女并不介导遗传对儿童语言或学习成绩的影响。