Early manifestations of intellectual performance: Evidence that genetic effects on later academic test performance are mediated through verbal performance in early childhood. Issue 2 (16th November 2021)

• Record Type: Journal Article
• Authors: Austerberry, Chloe; Fearon, Pasco; Ronald, Angelica; Leve, Leslie D.; Ganiban, Jody M.; Natsuaki, Misaki N.; Shaw, Daniel S.; Neiderhiser, Jenae M.; Reiss, David
• Is Part Of: Child development. Volume 93:Issue 2(2022)
• Page Start: e188
• Page End: e206
• Publication Date: 2021-11-16
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/cdev.13706
• Languages: English
• ISSNs: 0009-3920

Abstract

Abstract: Intellectual performance is highly heritable and robustly predicts lifelong health and success but the earliest manifestations of genetic effects on this asset are not well understood. This study examined whether early executive function (EF) or verbal performance mediate genetic influences on subsequent intellectual performance, in 561 U.S.‐based adoptees (57% male) and their birth and adoptive parents (70% and 92% White, 13% and 4% African American, 7% and 2% Latinx, respectively), administered measures in 2003–2017. Genetic influences on children's academic performance at 7 years were mediated by verbal performance at 4.5 years ( β = .22, 95% CI [0.08, 0.35], p = .002) and not via EF, indicating that verbal performance is an early manifestation of genetic propensity for intellectual performance.