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Maybe They're Born with It, or Maybe It's Experience: Toward a Deeper Understanding of the Learning Style Myth
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Nancekivell, Shaylene E.; Shah, Priti; Gelman, Susan A. – Journal of Educational Psychology, 2020
Decades of research suggest that learning styles, or the belief that people learn better when they receive instruction in their dominant way of learning, may be one of the most pervasive myths about cognition. Nonetheless, little is known about what it means to believe in learning styles. The present investigation uses one theoretical…
Descriptors: Cognitive Style, Misconceptions, Psychology, Predictor Variables
Haplogroups as Evolutionary Markers of Cognitive Ability
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Rindermann, Heiner; Woodley, Michael A.; Stratford, James – Intelligence, 2012
Studies investigating evolutionary theories on the origins of national differences in intelligence have been criticized on the basis that both national cognitive ability measures and supposedly evolutionarily informative proxies (such as latitude and climate) are confounded with general developmental status. In this study 14 Y chromosomal…
Descriptors: Intelligence, Foreign Countries, Cognitive Ability, Measures (Individuals)
The Role Played by the Interaction between Genetic Factors and Attachment in the Stress Response in Infancy
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Frigerio, Alessandra; Ceppi, Elisa; Rusconi, Marianna; Giorda, Roberto; Raggi, Maria Elisabetta; Fearon, Pasco – Journal of Child Psychology and Psychiatry, 2009
Background: The importance of understanding which environmental and biological factors are involved in determining individual differences in physiological response to stress is widely recognized, given the impact that stress has on physical and mental health. Methods: The child-mother attachment relationship and some genetic polymorphisms…
Descriptors: Infants, Attachment Behavior, Individual Differences, Genetics
The Genetic-Environmental Etiology of Cognitive School Readiness and Later Academic Achievement in Early Childhood
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Lemelin, Jean-Pascal; Boivin, Michel; Forget-Dubois, Nadine; Dionne, Ginette; Seguin, Jean R.; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Perusse, Daniel – Child Development, 2007
Using a genetic design of 840 60-month-old twins, this study investigated the genetic and environmental contributions to (a) individual differences in four components of cognitive school readiness, (b) the general ability underlying these four components, and (c) the predictive association between school readiness and school achievement. Results…
Descriptors: School Readiness, Academic Achievement, Genetics, Etiology
Infancy to Early Childhood: Genetic and Environmental Influences on Developmental Change.
Emde, Robert N., Ed.; Hewitt, John K., Ed. – 2001
This book analyzes the MacArthur Longitudinal Twin Study, a collaborative study by leading developmental scientists and behavioral geneticists on the transition from infancy to early childhood. Part 1 of the book describes the twin method and procedures used and introduces the analytic strategies. Parts 2 through 4 present results related to…
Descriptors: Behavior Problems, Child Development, Cognitive Development, Developmental Stages
Genetic Correlations between Reading Performance and IQ in the Colorado Adoption Project.
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Cardon, Lon R.; And Others – Intelligence, 1990
Genetic and environmental etiologies of individual differences in tests of intelligence and school achievement were investigated in a study from the Colorado Adoption Project. A multivariate conditional path model was fitted to general cognitive ability and reading performance data from 119 adoptive and 120 nonadoptive families. (SLD)
Descriptors: Academic Achievement, Achievement Tests, Adopted Children, Cognitive Ability