Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-27T07:55:15.383Z Has data issue: false hasContentIssue false
  • English
  • Français

Genetic and Environmental Influences on the Development of Piagetian Logico-Mathematical Concepts and Other Specific Cognitive Abilities: A Twin Study

Published online by Cambridge University Press:  01 August 2014

Arleen S. Garfinkle
Arleen S. Garfinkle*
Affiliation:
Institute for Behavioral Genetics, University of Colorado, Boulder
*
35 Mountain Meadows, SLSR, Boulder, CO 80302, USA

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

The classical twin study method was used to assess the relative contributions of genetic and environmental components to individual variation in several aspects of cognitive functioning. Tests of logico-mathematical concept formation, as well as vocabulary, nonverbal reasoning, and visual memory, were administered to 137 MZ and 72 DZ, same-sex white twin pairs. These children were individually tested on the Piagetian Mathematical Concepts Battery (PMCB), Peabody Picture Vocabulary Test (PPVT), Raven Coloured Progressive Matrices (PM), and a Visual Memory (VM) test. The Attitudes Toward Education (ATE) questionnaire and the Moos [63] Family Environment Scale (FES) were used to collect additional data from the parents. Twins were 4 to 8 years old, with a mean age of 71 months, and most were from middle- and upper-middle-class families. Zygosity was determined from dermatoglyphic information and responses to a questionnaire asking mothers about twin similarities and confusion between the twins by others. These data were analyzed by a simple pair concordance procedure and by a discriminant function analysis. In addition, blood typing was done on 32 pairs for whom zygosity was not possible to determine by these methods.

Previously reported patterns of intercorrelations among the 10 subscales of the FES, as well as the subscale structure, were verified by factor analysis. A factor analysis of the ATE yielded three factors: Basic Academic Education, Parental Participation, and General Utility of Education. These factors correlated significantly (P < 0.01) with various environmental indices (including father's occupation and education, Achievement Orientation, Expressiveness, etc). A factor analysis of the PMCB tasks gave some support for the existence of Piaget's underlying concepts of conservation of number, seriation, and classification.

No sex differences were found for any of the specific cognitive abilities or any of the environmental variables. Correlations with age were substantial: 0.75 for PMCB, 0.70 for PPVT, 0.59 for PM, and 0.43 for VM. Because of the high correlations with age, the effect of age on these variables was partialed out in all further analyses. PMCB correlated most highly with PM (r = 0.41), and with PPVT (r = 0.36). Nonverbal reasoning and vocabulary were relatively independent of each other (r = 0.23). Correlations between visual memory and all other tests were low.

MZ and DZ intraclass correlations for height and weight were similar to values reported in other studies. After correcting for test reliability, significant genetic variance (P < 0.01) was found for both PMCB and PPVT, and was suggested for VM. Genetic variance for PM was not significant (P > 0.05). Correction for reliability could not be employed in this case because an accurate estimate of the PM test–retest reliability is not available. There was no significant effect of age on the magnitude of the MZ or DZ intraclass correlations.

A stepwise multiple regression on the environmental variables was performed for each cognitive test. The environmental variables considered were number of siblings, parental education and occupation, the 10 FES subscales, and the three ATE factors. Age was entered first in the regression equation for each test, and it accounted for 18% to 57% of the total variance in cognitive performance. Parental education accounted for 3% of the total variance in both PMCB and PPVT performance. This was considered as an environmental influence, but the possible confounding with a genetic element in parental IQ was discussed. Achievement Orientation exhibited a significant negative relationship (R2 = 0.02) with PM performance. Cohesion in the Family was positively related to PPVT performance (R2 = 0.02). In addition, Intellectual–Cultural Orientation predicted VM performance (R2 = 0.02). Overall, those environmental variables found to have a small effect suggest the value of a warm, stimulating, supportive (but not “pushy”) family environment for normal cognitive development in young children.

Examination of the genetic and environmental results indicated that 49% of the variance in age-corrected PMCB performance was accounted for by the genetic variance (estimated from twin comparisons) and parental education. Similarly, variables identified in this investigation accounted for 60% of the variance in age-corrected PPVT performance, 29% of the age-corrected PM performance, and 32% of age-corrected VM performance.

In conclusion, this was the first large twin study to find both genetic and environmental influences on the development of Piagetian logico-mathematical concepts and other specific cognitive abilities. The results illustrate the feasibility of investigating cognitive development in a theoretical framework such as Piaget's.

Keywords

Cognitive developmentAbstract thinkingVerbal abilityVisual memoryPiagetian Mathematical Concepts BatteryPeabody Picture Vocabulary TestRaven Coloured Progressive MatricesFamily Environment ScaleParental Attitudes Toward Education QuestionnaireGenetic influencesEnvironmental influencesTwins
Type
Dissertations
Information
Acta geneticae medicae et gemellologiae: twin research , Volume 31 , Issue 1-2 , January 1982 , pp. 10 - 61
Copyright
Copyright © The International Society for Twin Studies 1982

References

REFERENCES

1. Almy, M, Chittenden, E, Miller, P (1966): “Young Children's Thinking.” New York: Teachers College Press.Google Scholar
2. Almy, M, et al (1970): “Logical Thinking in Second Grade.” New York: Teachers College Press.Google Scholar
3. Anooshian, L, Carlson, JS (1973): A study of mental imagery and conservation within the Piagetian framework. Hum Dev 16:382–394.CrossRefGoogle ScholarPubMed
4. Broman, SH, Nichols, PL, Kennedy, WA (1975): “Preschool IQ Prenatal and Early Development Correlates,” Hillsdale, N.J.: Lawrence Erlbaum Associates.Google Scholar
5. Carlson, JS, Wiedl, KH (1977): Modes of information integration and Piagetian measures of concrete operational thought. In Megary, JF, Poulsen, MK, Levinson, PJ, Taylor, PA (eds): “Piagetian Theory and the Helping Professions 6th Annual Conference.” California: University of Southern California.Google Scholar
6. Cohen, DJ, Dibble, E, Grawe, JM, Pollin, W (1973): Separating identical from fraternal twins. Arch Gen Psychiatry 29:465–469.CrossRefGoogle ScholarPubMed
7. Cohen, DJ, Dibble, E, Grawe, JM, Pollin, W (1975): Reliably separating identical from fraternal twins. Arch Gen Psychiatry 32:1371–1375.CrossRefGoogle ScholarPubMed
8. Cummins, H, Midlo, C (1961): “Finger Prints, Palms and Soles.” New York: Dover Publications, Inc.Google Scholar
9. DeFries, JC, Vandenberg, SG, McClearn, GE, Kuse, AR, Wilson, JR, Ashton, GC, Johnson, RC (1974): Near identity of cognitive structure in two ethnic groups. Science 183:338–339.CrossRefGoogle ScholarPubMed
10. DeFries, JC, Ashton, GC, Johnson, RC, Kuse, AR, McClearn, GE, Mi, MP, Rashad, MN, Vandenberg, SG, Wilson, JR (1976): Parent–offspring resemblance for specific cognitive abilities in two ethnic groups. Nature 261:131–133.CrossRefGoogle ScholarPubMed
11. DeFries, JC, Johnson, RC, Kuse, AR, McClearn, GE, Polovina, J, Vandenberg, SG, Wilson, JR (1979): Familial resemblance for specific cognitive abilities. Behav Genet 9:23–43.CrossRefGoogle ScholarPubMed
12. DeLemos, MM (1969): The development of conservation in Aboriginal children. Int J Psychol 4:255–270.CrossRefGoogle Scholar
13. DeVries, R (1974): Relationships among Piagetian achievement and intelligence assessments. Child Dev 45:746–756.CrossRefGoogle Scholar
14. Dodwell, PC (1960): Children's understanding of number and related concepts. Can J Psychol 14:191–205.CrossRefGoogle Scholar
15. Dodwell, PC (1961): Children's understanding of number concepts; characteristics of an individual and of a group test. Can J Psychol 15:29–36.CrossRefGoogle Scholar
16. Dodwell, PC (1962): Relation between the understanding of the logic of classes and of cardinal number in children. Can J Psychol 16:152–160.CrossRefGoogle ScholarPubMed
17. Dunn, LM (1965): “Peabody Picture Vocabulary Test Manual.” Circle Pines, Minn.: American Guidance Service, Inc.Google Scholar
18. Edwards, AL (1973): “Statistical Methods, 3rd Ed.” New York: Holt, Rinehart and Winston, Inc.Google Scholar
19. Elkind, D (1961): The development of quantitative thinking. A systematic replication of Piaget's studies. J Genet Psychol 98:37–46.CrossRefGoogle ScholarPubMed
20. Elkind, D (1961): The development of the additive composition of classes in the child: Piaget replication study III. J Genet Psychol 99:51–57.CrossRefGoogle ScholarPubMed
21. Elkind, D (1964): Discrimination, seriation and numeration of size dimensional differences in young children. Piaget replication study VI. J Genet Psychol 104:275–296. (Also reprinted in 1968 in Sigel and Hooper (eds): “Logical Thinking in Children.” New York: Holt, Rinehart & Winston, Inc.)CrossRefGoogle ScholarPubMed
22. Falconer, DS (1960): “Introduction to Quantitative Genetics.” Edinburgh: Oliver & Boyd.Google Scholar
23. Figurelli, JK, Keller, HR (1972): The effects of training and socioeconomic class upon the acquisition of conservation concepts. Child Dev 43:293–298.CrossRefGoogle Scholar
24. Foch, TLT (1975): Analysis of the unreduced battery for the Colorado Family Study of Specific Reading Disability. Unpublished masters thesis, University of Colorado.Google Scholar
25. Foch, T, Plomin, R (1980): Specific cognitive abilities in 5- to 12-year-old twins. Behav Genet 10:507–520.CrossRefGoogle ScholarPubMed
26. Garfinkle, AS (1975): Development of a battery of Piagetian logico-mathematical concepts. Unpublished masters thesis, University of Colorado.Google Scholar
27. Garfinkle, AS, Costa, F, Vandenberg, SG (1978): Test-retest reliability of the Piagetian Mathematical Concepts Battery and Visual Memory test. Unpublished manuscript.Google Scholar
28. Garfinkle, AS, Vandenberg, SG (1978): Development of Piagetian logico-mathematical concepts: Preliminary results of a twin study. In Nance, WE (ed): “Progress in Clinical and Biological Research, Vol. 24A: Twin Research: Part A. Psychology and Methodology.” New York: Alan R. Liss.Google Scholar
29. Garfinkle-Claussner, A, Vandenberg, SG (1979): Verification of the psychometric value of the Piagetian Mathematical Concepts Battery. In Poulsen, MK, Lubin, GI (eds): “Piagetian Theory and the Helping Professions.” Los Angeles: University of Southern California.Google Scholar
30. Goodnow, JJ (1962): A test of milieu effects with some of Piaget's tasks. Psychol Monogr 76 (No. 36).CrossRefGoogle Scholar
31. Guttman, R (1974): Genetic analysis of analytical spatial ability: Raven's Progressive Matrices. Behav Genet 4:273–284.CrossRefGoogle ScholarPubMed
32. Harman, HH (1967): “Modern Factor Analysis.” Chicago: University of Chicago Press.Google Scholar
33. Husen, T (1953): “Tvillingstudier.” Stockholm: Almqvist and Wiksell.Google Scholar
34. Inhelder, B, Piaget, J (1964): “The Early Growth of Logic in the Child: Classification and Seriation” (translated by Lunzer, EA, Papert, D). New York: Harper & Row.Google Scholar
35. Jencks, C, Smith, M, Acland, H, Bane, MJ, Cohen, D, Gintis, H, Heyns, B, Michelson, S (1972): “Inequality: A Reassessment of the Effect of Family and Schooling in America.” New York: Harper & Row.Google Scholar
36. Jensen, AR (1967): Estimation of the limits of heritability of traits by comparison of monozygotic and dizygotic twins. Proc Natl Acad Sci USA 58:149–156.CrossRefGoogle ScholarPubMed
37. Kaplan, AR (1968): Physiological and pathological correlates of differences in taste acuity. In Vandenberg, SG (ed): “Progress in Human Behavior Genetics.” Baltimore: Johns Hopkins Press.Google Scholar
38. Kaufman, AS (1970): Comparisons of tests built from Piaget's and Gesell's tasks: An analysis of their psychometric properties and psychological meaning. Unpublished doctoral dissertation, Teachers College, Columbia University.Google Scholar
39. Kaufman, AS (1971): Piaget and Gesell: A psychometric analysis of tests built from their tasks. Child Dev 42:1341–1360.CrossRefGoogle Scholar
40. Kaufman, AS, Kaufman, NL (1972): Tests built from Piaget's and Gesell's tasks as predictors of first-grade achievement. Child Dev 43:521–535.CrossRefGoogle Scholar
41. Klein, TW, Claridge, GS (1976): Determining twin zygosity through stepwise discriminant function analysis of a physical resemblance questionnaire. Paper presented at the annual meeting of the Behavior Genetics Association, Boulder, Colorado.Google Scholar
42. Klippel, MD (1975): Measurement of intelligence among three New Zealand ethnic groups. J Cross-Cultural Psychol 6:365–376.CrossRefGoogle Scholar
43. Kofsky, E (1966): A scalogram study of classificatory development. Child Dev 37:191–204.CrossRefGoogle Scholar
44. Kosc, L (1970): Psychology and psychopathology of mathematical abilities. Studia Psychologica 12:159–162.Google Scholar
45. Kosc, L (1974): Developmental dyscalculia. J Learning Disabilities 7:46–59.CrossRefGoogle Scholar
46. Little, A (1972): A longitudinal study of cognitive development in young children. Child Dev 43:1024–1034.CrossRefGoogle Scholar
47. Loehlin, J, Lindzey, G, Spuhler, J (1975): “Race Differences in Intelligence.” San Francisco: WH Freeman & Company.Google Scholar
48. Loehlin, J, Nichols, P (1976): “Heredity, Environment, and Personality.” Austin: University of Texas Press.Google Scholar
49. Longeot, F (1969): “Psychologie Différentielle et Théorie Opératoire de l'Intelligence.” Paris: Dunod.Google Scholar
50. Lord, FM, Novick, MR (1968): “Statistical Theories of Mental Test Scores.” Reading, Mass.: Addison-Wesley.Google Scholar
51. Lovell, K, Mitchell, B, Everett, IR (1962): An experimental study of the growth of some logical structure. Br J Psychol 53:175–188.CrossRefGoogle Scholar
52. Lykken, DT (1978): The diagnosis of zygosity in twins. Behav Genet 8:437–473.CrossRefGoogle ScholarPubMed
53. Lykken, DT, Tellegen, A, DeRubeis, R (1978): Volunteer bias in twin research: The rule of two-thirds. Soc Biol 25:1–9.CrossRefGoogle ScholarPubMed
54. Marjoribanks, K (1977): Socioeconomic status and its relation to cognitive performance as mediated through the family environment. In Oliverio, A (ed): “Genetics, Environment and Intelligence.” Amsterdam: Elsevier/North-Holland Biomedical Press.Google Scholar
55. Markman, E (1973): The facilitation of part–whole comparisons by use of the collective noun “family.” Child Dev 44:837–840.CrossRefGoogle Scholar
56. McCleara, GE, DeFries, JC (1973): “Introduction to Behavior Genetics.” San Francisco: WH Freeman and Company.Google Scholar
57. Meyers, CE (1972): Can Piaget's theory provide a better psychometry? In Magary, JF, Poulsen, M, Lubin, GI, Coplin, G (eds): “Proceedings: Second Annual UAP Conference: Piagetian Theory and the Helping Professions.” Los Angeles: University Publishers.Google Scholar
58. Mittler, P (1971): “The Study of Twins.” Baltimore: Penguin Books, Inc.Google Scholar
59. Money, J (1963): Cytogenetic and psychosexual incongruities with a note on space–form blindness. Am J Psychiatry 119:820–827.CrossRefGoogle ScholarPubMed
60. Money, J (1964): Two cytogenetic syndromes: Psychologic comparisons. I. Intelligence and specific-factor quotients. J Psychiatr Res 2:223–231.CrossRefGoogle ScholarPubMed
61. Money, J (1968): Cognitive deficits in Turner's syndrome. In Vandenberg, SG (ed): “Progress in Human Behavior Genetics.” Baltimore: Johns Hopkins Press.Google Scholar
62. Money, J, Alexander, D (1966): Turner's syndrome: Further demonstration of the presence of specific cognitional deficiencies. J Med Genet 3:47–48.CrossRefGoogle ScholarPubMed
63. Moos, R (1974): “Family Environment Scale and Preliminary Manual.” Palo Alto, Calif.: Consulting Psychologists Press, Inc.Google Scholar
64. Munsinger, H (1977): The genetics of epistemology: Are concrete operations inherited? In Magary, et al (eds): “Piagetian Theory and the Helping Professions 6th Annual Conference.” California: University of Southern California.Google Scholar
65. Nichols, RC, Bilbro, WC (1966): The diagnosis of twin zygosity. Acta Genet Med Gemellol 16:265–275.Google ScholarPubMed
66. Noro, S (1961): Development of the child's conception of numbers. Jpn J Educ Psychol 9:230–239.CrossRefGoogle Scholar
67. Nylander, PPS (1971): Fingerprints and the determination of zygosity in twins. Am J Phys Anthropol 35:101–108.CrossRefGoogle ScholarPubMed
68. Park, L, Johnson, RC, DeFries, JC, McClearn, GE, Mi, MP, Rashad, MN, Vandenberg, SG, Wilson, JR (1978): Parent–offspring resemblance for specific cognitive abilities in Korea. Behav Genet 8:43–52.CrossRefGoogle ScholarPubMed
69. Pezzullo, TR, Thorsen, EE, Madaus, GF (1972): The heritability of Jensen's Level I and II and divergent thinking. Am Educ Res J 9:539–546.CrossRefGoogle Scholar
70. Phillips, JL Jr (1969): “The Origins of Intellect: Piaget's Theory.” San Francisco: WH Freeman and Company.Google Scholar
71. Piaget, J (1953): How children form mathematical concepts. Sci Am 189:74–79.CrossRefGoogle Scholar
72. Piaget, J (1965): “The Child's Conception of Number.” New York: Norton & Company, Inc.Google Scholar
73. Piaget, J (1970): Piaget's theory. In Mussen, PH (ed): “Carmichael's Manual of Child Psychology 3rd Ed, Vol. 1.” New York: John Wiley and Sons.Google Scholar
74. Piaget, J (1974): Forward. In Inhelder, B, Sinclair, H, Bovet, M (eds): “Learning and the Development of Cognition.” Boston: Harvard College.Google Scholar
75. Piaget, J, Inhelder, B (1974): “Memory and Intelligence.” New York: Basic Books.Google Scholar
76. Pinard, A, Laurendeau, M (1964): A scale of mental development based on the theory of Piaget. J Res Sci Teaching 2:253–260.CrossRefGoogle Scholar
77. Price-Williams, DRA (1961): A study concerning concept of conservation of quantities among primitive children. Acta Psychol 18:297–305.CrossRefGoogle Scholar
78. Raven, JC (1965): “Guide to Using the Coloured Progressive Matrices.” London: HK Lewis and Company, Ltd.Google Scholar
79. Reiss, J (1961): “Occupations and Social Status.” New York: The Free Press of Glencoe, Inc.Google Scholar
80. Scarr, S, Weinberg, RA (1976): IQ test performance of Black children adopted by White families. Am Psychol 31:726–739.CrossRefGoogle Scholar
81. Scarr, S, Weinberg, RA (1978): The influence of “family background” on intellectual attainment. Am Sociol Rev 31:726–739.Google Scholar
82. Simmons, RJ, Garfinkle, AS, Vandenberg, SG (1977): Demographic variables in relation to Piagetian logicomathematical tasks (abstract). Behav Genet 7:87–88.Google Scholar
83. Smedslund, J (1961): The acquisition of conservation of substance and weight in children. I. Introduction. Scand J Psychol 2:11–20.CrossRefGoogle Scholar
84. Smedslund, J (1961): The acquisition of conservation of substance and weight in children. II. External reinforcement of conservation of weight and of the operations of addition and subtraction. Scand J Psychol 2:71–82.CrossRefGoogle Scholar
85. Smedslund, J (1961): The acquisition of conservation of substance and weight in children. III. Extinction of conservation of weight acquired “normally” and by means of empirical controls on a balance. Scand J Psychol 2:85–87.CrossRefGoogle Scholar
86. Smedslund, J (1961): The acquisition of conservation of substance and weight in children. IV. Attempt at extinction of the visual components of the weight concept. Scand J Psychol 2:153–155.CrossRefGoogle Scholar
87. Smedslund, J (1961): The acquisition of conservation of substance and weight in children. V. Practice in conflict situations without external reinforcement. Scand J Psychol 2:156–160.CrossRefGoogle Scholar
88. Smedslund, J (1961): The acquisition of conservation of substance and weight in children. VI. Practice on continuous vs. discontinuous material on problem situations without external reinforcement. Scand J Psychol 2:203–210.CrossRefGoogle Scholar
89. Smedslund, J (1962): The acquisition of conservation of substance and weight in children. VII. Conservation of discontinuous quantity and the operations of adding and taking away. Scand J Psychol 3:69–77.CrossRefGoogle Scholar
90. Spuhler, KP, Vandenberg, SG (1978): Relationship between family environment and children's and parent's cognitive performance (abstract). Behav Genet 8:114–115.Google Scholar
91. Spuhler, KP, Vandenberg, GS (1980): Comparison of parent–offspring resemblance in specific cognitive abilities. Behav Genet 10:413–418.CrossRefGoogle ScholarPubMed
92. Tuddenham, R (1970): A “Piagetian” test of cognitive development. In Dockrell, WB (ed): “On Intelligence.” London: Methuen and Company, Ltd.Google Scholar
93. Vandenberg, SG (1968): The nature and nurture of intelligence. In Glass, DC (ed): “Genetics.” New York: Rockefeller Press and Russell Sage Foundation.Google Scholar
94. Vandenberg, SG (1976): Twin studies. In Kaplan, AR (ed): “Human Behavior Genetics.” Springfield, Ill.: Thomas.Google Scholar
95. Vandenberg, SG (1977): Hereditary abilities in man. In Oliverio, A (ed): “Genetics, Environment, and Intelligence.” Amsterdam: Elsevier/North-Holland Biomedical Press.Google Scholar
96. Vandenberg, SG, Wilson, K (1979): Failure of the twin situation to influence twin differences in cognition. Behav Genet 9:55–60.CrossRefGoogle ScholarPubMed
97. Wictorin, M (1952): Bidragt till Räknefardighetens Psykologi, en Twillingundersokning. Goteborg: Elanders.Google Scholar
98. Williams, T (1975): Family resemblance in abilities: The Wechsler scales. Behav Genet 5:405–409.CrossRefGoogle ScholarPubMed
99. Wilson, RS (1974): Twins: Mental development in the preschool years. Dev Psychol 10:580–588.CrossRefGoogle Scholar
100. Wilson, RS (1976): Concordance in physical growth for monozygotic and dizygotic twins. Ann Hum Biol 3:1–10.CrossRefGoogle ScholarPubMed
101. Wilson, RS (1977): Twins and siblings: Concordance for school-age mental development. Child Dev 48:211–216.CrossRefGoogle Scholar
102. Wilson, RS (1978): Synchronies in mental development: An epigenetic perspective. Science 202:939–948.CrossRefGoogle ScholarPubMed
103. Winer, GA (1974): An analysis of verbal facilitation of class-inclusion reasoning. Child Dev 45:224–227.CrossRefGoogle Scholar
104. Wohlwill, JF (1960): A study of the development of number concept by scalogram analysis. J Genet Psychol 97:345–377.CrossRefGoogle ScholarPubMed
105. Wolf, RH (1964): The identification and measurement of environmental process variables that are related to intelligence. Unpublished doctoral dissertation, University of Chicago.Google Scholar
106. Zonderman, AB, Vandenberg, SG, Spuhler, KP, Fain, PR (1977): Assortative marriage for cognitive abilities. Behav Genet 7:261–271.CrossRefGoogle ScholarPubMed