Large cross-national differences in gene × socioeconomic status interaction on intelligence

• Autores: Elliot M. Tucker-Drob, Timothy C. Bates
• Localización: Psychological Science, ISSN-e 1467-9280, Vol. 27, Nº. 2, 2016, págs. 138-149
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • A core hypothesis in developmental theory predicts that genetic influences on intelligence and academic achievement are suppressed under conditions of socioeconomic privation and more fully realized under conditions of socioeconomic advantage: a Gene × Childhood Socioeconomic Status (SES) interaction. Tests of this hypothesis have produced apparently inconsistent results. We performed a meta-analysis of tests of Gene × SES interaction on intelligence and academic-achievement test scores, allowing for stratification by nation (United States vs. non–United States), and we conducted rigorous tests for publication bias and between-studies heterogeneity. In U.S. studies, we found clear support for moderately sized Gene × SES effects. In studies from Western Europe and Australia, where social policies ensure more uniform access to high-quality education and health care, Gene × SES effects were zero or reversed.