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Direct linkAubé, Sophie; Mimeau, Catherine; Gagnon, Eloi; Remon, Alexandra; Brendgen, Mara; Vitaro, Frank; Ouellet-Morin, Isabelle; Tremblay, Richard E.; Boivin, Michel; Dionne, Ginette – Developmental Psychology, 2022
Given the importance of writing for academic achievement, this study aimed to understand how early oral language contributes to later writing skills. The first objective was to determine if preschool language skills were associated with high school writing, and if so, whether they contributed directly or indirectly through school age language. The…
Descriptors: Language Skills, Writing Skills, Academic Achievement, Oral Language
Mimeau, Catherine; Dionne, Ginette; Feng, Bei; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Boivin, Michel – Language Learning and Development, 2018
This twin study examined the genetic and environmental etiology of vocabulary, syntax, and their association in first graders. French-speaking same-sex twins (n = 555) completed two vocabulary tests, and two scores of syntax were calculated from their spontaneous speech at 7 years of age. Multivariate latent factor genetic analyses showed that…
Descriptors: Genetics, Etiology, Vocabulary, Syntax
Rice, Mabel L.; Zubrick, Stephen R.; Taylor, Catherine L.; Hoffman, Lesa; Gayán, Javier – Journal of Speech, Language, and Hearing Research, 2018
Purpose: This study investigates the heritability of language, speech, and nonverbal cognitive development of twins at 4 and 6 years of age. Possible confounding effects of twinning and zygosity, evident at 2 years, were investigated among other possible predictors of outcomes. Method: The population-based twin sample included 627 twin pairs and 1…
Descriptors: Longitudinal Studies, Genetics, Twins, Cognitive Development
Peer reviewedMunsinger, Harry; Douglass, Arthur, II – Child Development, 1976
The language development of monozygotic twins, same-sex dizygotic twins, siblings of monozygotic twins, and siblings of dizygotic twins, ages 3-17, was studied to estimate how much of the individual variation in children's language skills results from genetic factors and how much from environmental experience. (BRT)
Descriptors: Biological Influences, Elementary Secondary Education, Environmental Influences, Individual Differences
Peer reviewedColledge, Essi; Bishop, Dorothy V.M.; Koeppen-Schomerus, Gesina; Price, Thomas S.; Happe, Francesca G.E.; Eley, Thalia C.; Dale, Philip S.; Plomin, Robert – Developmental Psychology, 2002
Language development was studied in 310 pairs of 4-year-old twins. Rotated factor analyses indicated presence of a general language factor (L) and a general nonverbal factor (NV). Moderate genetic influence was found for L and NV abilities. Bivariate genetic analysis estimated a genetic correlation of .63 between L and NV abilities. Results…
Descriptors: Cognitive Development, Factor Analysis, Individual Differences, Language Acquisition
Harlaar, Nicole; Butcher, Lee M.; Meaburn, Emma; Sham, Pak; Craig, Ian W.; Plomin, Robert – Journal of Child Psychology and Psychiatry, 2005
Background: Five DNA markers (single-nucleotide polymorphisms, SNPs) have recently been found to be associated with general cognitive ability "g") in a sample of 7414 7-year-old twins. These children have also been studied at 2, 3, 4, and 7 years of age on measures of cognitive and language development and behaviour problems; family environment…
Descriptors: Discipline, Effect Size, Family Environment, Nonverbal Ability
