Etiology of individual differences in reading performance: A test of sex limitation

1995 ◽  
Vol 25 (1) ◽  
pp. 17-23 ◽  
Author(s):  
Maricela Alarcón ◽  
J. C. DeFries ◽  
D. W. Fulker
Keyword(s):  
Individual Differences ◽  
Reading Performance ◽  
Sex Limitation

Stability of Genetic and Environmental In‘uences on Reading Performance at 7 and 12 Years of Age in the Colorado Adoption Project

1999 ◽  
Vol 23 (2) ◽  
pp. 319-332 ◽  
Author(s):  
S. J. Wadsworth ◽  
D. W. Fulker ◽  
J. C. DeFries
Keyword(s):  
Individual Differences ◽  
Middle Childhood ◽  
Environmental Influences ◽  
Reading Performance ◽  
Genetic Influences ◽  
Childhood And Adolescence ◽  
Sibling Pairs ◽  
Using Data ◽  
Over Time ◽  
Colorado Adoption Project

Results obtained from longitudinal studies suggest that individual differences in reading performance are relatively stable over time. However, the aetiology of this stability has not been previously explored. In the current study, the aetiology of longitudinal stability of reading performance between 7 and 12 years of age was assessed using data from adoptive (97 unrelated sibling pairs at age 7 and 73 pairs at age 12) and nonadoptive (106 related pairs at age 7 and 75 pairs at age 12) children tested in the Colorado Adoption Project. Results of a bivariate behavioural genetic analysis confirmed earlier findings of moderate genetic influence on individual differences in reading performance at both 7 and 12 years of age ( h2 = .49 and .37, respectively). Moreover, about 70% of the observed stability ( r = .61) between the two ages was due to common genetic influences. Of special interest, no new heritable or shared environmental variation was manifested at age 12, suggesting that the same genetic and shared environmental influences were operating at both ages. In contrast, nonshared environmental influences (e.g. instructional methods, teachers, peers, etc.) were responsible for change between 7 and 12 years of age, indicating the salience of such factors for the development of reading performance between middle childhood and adolescence.

Reading-Level-Match Designs: Myths and Realities

1989 ◽  
Vol 21 (4) ◽  
pp. 387-412 ◽  
Author(s):  
Nancy Ewald Jackson ◽  
Earl C. Butterfield
Keyword(s):  
Individual Differences ◽  
Reading Acquisition ◽  
Design Principles ◽  
Reading Performance ◽  
Performance Level ◽  
Reading Level ◽  
Different Ages ◽  
Sampling Procedures ◽  
Matching Criteria ◽  
Underlying Processes

Investigators of individual differences in reading acquisition sometimes compare groups of different ages matched on some aspect of reading performance level. These reading-level-match (RL-match) designs can provide a convenient, powerful, and appropriate way to study atypical performance. However, their usefulness has been diminished by researchers' acceptance of myths about the designs' characteristics. RL-match designs have been used as if they (a) were more similar to true experiments than other correlational designs, (b) required only informal sampling procedures, (c) were improved by case-by-case matching, (d) made unequal groups equal, (e) served unique theoretical purposes, (f) created equality between groups in underlying processes whenever a performance-level match existed, (g) yielded some patterns of results that always were interpretable and others that never were interpretable, and (h) were equally valid across all possible matching criteria. Examples from the reading literature are given to illustrate the hazards of accepting these myths and to suggest more realistic alternatives. Relevant statistical and design principles are summarized.

The challenge of accounting for individual differences in folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Benjamin C. Ruisch ◽  
Rajen A. Anderson ◽  
David A. Pizarro
Keyword(s):  
Individual Differences ◽  
Individual Variation ◽  
Political Ideologies ◽  
Economic Beliefs ◽  
Existing Data

AbstractWe argue that existing data on folk-economic beliefs (FEBs) present challenges to Boyer & Petersen's model. Specifically, the widespread individual variation in endorsement of FEBs casts doubt on the claim that humans are evolutionarily predisposed towards particular economic beliefs. Additionally, the authors' model cannot account for the systematic covariance between certain FEBs, such as those observed in distinct political ideologies.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

Inter-individual variation shapes the human microbiome

2019 ◽  
Vol 42 ◽  
Author(s):  
Emily F. Wissel ◽  
Leigh K. Smith
Keyword(s):  
Individual Differences ◽  
Individual Variation ◽  
Human Microbiome ◽  
Individual Variability ◽  
Microbiota Composition ◽  
Target Article ◽  
Microbiome Research

Abstract The target article suggests inter-individual variability is a weakness of microbiota-gut-brain (MGB) research, but we discuss why it is actually a strength. We comment on how accounting for individual differences can help researchers systematically understand the observed variance in microbiota composition, interpret null findings, and potentially improve the efficacy of therapeutic treatments in future clinical microbiome research.

Why Speech-Language Clinicians Should Be in the Classroom

1991 ◽  
Vol 22 (4) ◽  
pp. 277-277 ◽  
Author(s):  
Sharon L. Wadle
Keyword(s):  
Individual Differences ◽  
Task Analysis ◽  
Regular Classroom ◽  
Classroom Setting ◽  
Therapy Room

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.

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