The nature of the association between number line and mathematical performance: An international twin study.

Adolescent Aptitude / physiology Child Female Gene-Environment Interaction Humans Individuality Longitudinal Studies Male Mathematical Concepts Problem Solving / physiology
culture individual differences mathematics ability number line twin studies

Journal

The British journal of educational psychology
ISSN: 2044-8279
Titre abrégé: Br J Educ Psychol
Pays: England
ID NLM: 0370636

Informations de publication

Date de publication:
Dec 2019
Historique:
received: 02 04 2018
revised: 29 10 2018
pubmed: 15 12 2018
medline: 11 4 2020
entrez: 15 12 2018
Statut: ppublish

Résumé

The number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood. This large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of genes and environments on: (1) individual variation in number line estimation and (2) the covariation of number line estimation with mathematics. We used over 3,000 8- to 16-year-old twins from the United States, Canada, the United Kingdom, and Russia, and a sample of 1,456 8- to 18-year-old singleton Russian students. Twins were assessed on: (1) estimation of numerical magnitudes using a number line task and (2) two mathematics components: fluency and problem-solving. Results suggest that environments largely drive individual differences in number line estimation. Both genes and environments contribute to different extents to the number line estimation and mathematics correlation, depending on the sample and mathematics component. Taken together, the results suggest that in more heterogeneous school settings, environments may be more important in driving variation in number line estimation and its association with mathematics, whereas in more homogeneous school settings, genetic effects drive the covariation between number line estimation and mathematics. These results are discussed in the light of development and educational settings.

Sections du résumé

BACKGROUND BACKGROUND
The number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood.
AIMS OBJECTIVE
This large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of genes and environments on: (1) individual variation in number line estimation and (2) the covariation of number line estimation with mathematics.
SAMPLES METHODS
We used over 3,000 8- to 16-year-old twins from the United States, Canada, the United Kingdom, and Russia, and a sample of 1,456 8- to 18-year-old singleton Russian students.
METHODS METHODS
Twins were assessed on: (1) estimation of numerical magnitudes using a number line task and (2) two mathematics components: fluency and problem-solving.
RESULTS RESULTS
Results suggest that environments largely drive individual differences in number line estimation. Both genes and environments contribute to different extents to the number line estimation and mathematics correlation, depending on the sample and mathematics component.
CONCLUSIONS CONCLUSIONS
Taken together, the results suggest that in more heterogeneous school settings, environments may be more important in driving variation in number line estimation and its association with mathematics, whereas in more homogeneous school settings, genetic effects drive the covariation between number line estimation and mathematics. These results are discussed in the light of development and educational settings.

Identifiants

DOI: 10.1111/bjep.12259 PMID: 30548254 PMC: PMC8063226
pubmed: 30548254
doi: 10.1111/bjep.12259
pmc: PMC8063226
mid: NIHMS1687185
doi:

Types de publication

Journal Article Multicenter Study Twin Study

Langues

eng

Sous-ensembles de citation

IM

Pagination

787-803

Subventions

Organisme : Fonds Québécois de la Recherche sur la Société et la Culture
Organisme : U.K. Medical Research Council (MRC)
ID : G0901245
Organisme : Russian Science Foundation
ID : 15-18-30055
Organisme : Eunice Kennedy Shriver National Institute of Child Health and Development
ID : HD059215
Organisme : NICHD NIH HHS
ID : R01 HD059215
Pays : United States
Organisme : Medical Research Council
ID : G0901245
Pays : United Kingdom
Organisme : Québec Ministry of Health
Organisme : Tomsk State University
Organisme : NICHD NIH HHS
ID : P50 HD052120
Pays : United States
Organisme : U.K. Medical Research Council (MRC)
ID : G0500079
Organisme : Medical Research Council
ID : G0500079
Pays : United Kingdom
Organisme : Social Science and Humanities Research Council of Canada
Organisme : NICHD NIH HHS
ID : R24 HD075460
Pays : United States
Organisme : NICHD NIH HHS
ID : R01 HD038075
Pays : United States
Organisme : Eunice Kennedy Shriver National Institute of Child Health and Development
ID : HD075460
Organisme : Fonds de la Recherche en Santé du Québec
Organisme : Canada Research Chair (Tier 1) programme
Organisme : Medical Research Council
ID : MR/M021475/1
Pays : United Kingdom
Organisme : Russian Science Foundation
ID : 14-48-00043
Organisme : Canadian Institutes for Health Research
Organisme : Sainte-Justine Hospital's Research Center
Organisme : Eunice Kennedy Shriver National Institute of Child Health and Development
ID : HD038075
Organisme : National Health Research Development Program

Informations de copyright

© 2018 The British Psychological Society.

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Auteurs

Maria Grazia Tosto (MG)

Laboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.

Gabrielle Garon-Carrier (G)

School of Psychology, Université Laval, Québec City, Québec, Canada.

Susan Gross (S)

Department of Psychological Sciences, Case Western Reserve University, Cleveland, Ohio, USA.

Stephen A Petrill (SA)

Department of Psychology, The Ohio State University, Columbus, Ohio, USA.

Sergey Malykh (S)

Laboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.
Psychological Institute, Russian Academy of Education, Moscow, Russia.

Karim Malki (K)

MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology& Neuroscience, King's College London, UK.

Sara A Hart (SA)

Department of Psychology, Florida Center for Reading Research, The Florida State University, Tallahassee, Florida, USA.

Lee Thompson (L)

Department of Psychological Sciences, Case Western Reserve University, Cleveland, Ohio, USA.

Rezhaw L Karadaghi (RL)

MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology& Neuroscience, King's College London, UK.

Nikita Yakovlev (N)

Laboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.

Tatiana Tikhomirova (T)

Psychological Institute, Russian Academy of Education, Moscow, Russia.

John E Opfer (JE)

Department of Psychology, The Ohio State University, Columbus, Ohio, USA.

Michèle M M Mazzocco (MMM)

Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA.

Ginette Dionne (G)

School of Psychology, Université Laval, Québec City, Québec, Canada.

Mara Brendgen (M)

Department of Psychology, School of Psychology, Université du Québec à Montréal, Québec, Canada.

Frank Vitaro (F)

Department of Psychoeducation, Department of Pediatrics and Psychology, Université de Montréal, Québec, Canada.

Richard E Tremblay (RE)

Laboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.
Department of Psychoeducation, Department of Pediatrics and Psychology, Université de Montréal, Québec, Canada.
School of Public Health, Physiotherapy and Sports Science, University College Dublin, Belfield, Dublin 4, Ireland.

Michel Boivin (M)

Laboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.
School of Psychology, Université Laval, Québec City, Québec, Canada.

Yulia Kovas (Y)

Laboratory for Cognitive Investigations and Behavioral Genetics, Department of Psychology, Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Oblast, Russia.
MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology& Neuroscience, King's College London, UK.
Department of Psychology, University of London, UK.

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Classifications MeSH

questionsmedicales.fr › Personnes › Tranches d'âge › Adolescent › The nature of the association between number...
questionsmedicales.fr › Phénomènes psychologiques › Psychologie appliquée › Aptitude › The nature of the association between number...
questionsmedicales.fr › Personnes › Tranches d'âge › Enfant › The nature of the association between number...
questionsmedicales.fr › Phénomènes génétiques › Phénotype › Interaction entre gènes et environnement › The nature of the association between number...
questionsmedicales.fr › Eucaryotes › Animaux › Chordés › Vertébrés › Mammifères › Eutheria › Primates › Haplorhini › Catarrhini › Hominidae › Humains › The nature of the association between number...
questionsmedicales.fr › Comportement et mécanismes comportementaux › Personnalité › Individualité › The nature of the association between number...
questionsmedicales.fr › Environnement et santé publique › Santé publique › Méthodes épidémiologiques › Caractéristiques des études épidémiologiques › Études épidémiologiques › Études de cohortes › Études longitudinales › The nature of the association between number...
questionsmedicales.fr › Concepts mathématiques › The nature of the association between number...
questionsmedicales.fr › Phénomènes psychologiques › Processus mentaux › Pensée (activité mentale) › Résolution de problème › The nature of the association between number...