Table Of Content

G is for Genes Understanding Children’s Worlds Series Editor: Judy Dunn The study of children’s development can have a profound influence on how children are broughtup,caredforandeducated.Manypsychologistsarguethat,evenifourknowledge is incomplete, we have a responsibility to attempt to help those concerned with the care, educationandstudyofchildrenbymakingwhatweknowavailabletothem.Thecentral aimofthisseriesistoencouragedevelopmentalpsychologiststosetoutthefindingsandthe implications of their research for others – teachers, doctors, social workers, students and fellowresearchers – whoseworkinvolvesthecare,educationandstudyofyoungchildren andtheirfamilies.Theinformationandtheideasthathavegrownfromrecentresearchform animportantresourcewhichshouldbeavailabletothem.Thisseriesprovidesanopportunity forpsychologiststopresenttheirworkinawaythatisinteresting,intelligibleandsubstantial, andtodiscusswhatitsconsequencesmaybeforthosewhocarefor,andteachchildren:notto offersimpleprescriptiveadvicetootherprofessionals,buttomakeimportantandinnovative researchaccessibletothem. ChildrenDoingMathematics TerezinhaNunesandPeterBryant ChildrenandEmotion PaulL.Harris BullyingatSchool DanOlweus HowChildrenThinkandLearn,SecondEdition DavidWood MakingDecisionsaboutChildren,SecondEdition H.RudolphSchaffer Children’sTalkinCommunitiesandClassrooms LynneVernon-Feagans ChildrenandPoliticalViolence EdCairns TheWorkoftheImagination PaulHarris ChildreninChangingFamilies JanPryorandBryanRodgers YoungChildrenLearning BarbaraTizardandMartinHughes Children’sFriendships JudyDunn HowChildrenDevelopSocialUnderstanding JeremyCarpendaleandCharlieLewis Children’sReadingandSpelling:BeyondtheFirstSteps TerezinhaNunesandPeterBryant ChildrenandPlay PeterK.Smith PeerGroupsandChildren’sDevelopment ChristineHowe ChildrenandSocialExclusion:Morality,Prejudice,andGroupIdentity MelanieKillenandAdamRutland GisforGenes:TheImpactofGeneticsonEducationandAchievement KathrynAsburyandRobertPlomin NotYetPublished: ChildrenandLying KangLeeandVictoriaTalwar Children’sMemory GabriellePrincipe,StephenCeci,andMaggieBruck G is for Genes The Impact of Genetics on Education and Achievement Kathryn Asbury and Robert Plomin Thiseditionfirstpublished2014 ©2014JohnWiley&Sons,Inc. RegisteredOffice JohnWiley&SonsLtd,TheAtrium,SouthernGate,Chichester, WestSussex,PO198SQ,UK EditorialOffices 350MainStreet,Malden,MA02148-5020,USA 9600GarsingtonRoad,Oxford,OX42DQ,UK TheAtrium,SouthernGate,Chichester,WestSussex,PO198SQ,UK Fordetailsofourglobaleditorialoffices,forcustomerservices, andforinformationabouthowtoapplyforpermissiontoreusethe copyrightmaterialinthisbookpleaseseeourwebsiteat www.wiley.com/wiley-blackwell. TherightofKathrynAsburyandRobertPlomintobeidentifiedastheauthorsof thisworkhasbeenassertedinaccordancewiththeUKCopyright, DesignsandPatentsAct1988. Allrightsreserved.Nopartofthispublicationmaybereproduced, storedinaretrievalsystem,ortransmitted,inanyformorbyany means,electronic,mechanical,photocopying,recordingorotherwise, exceptaspermittedbytheUKCopyright,DesignsandPatentsAct1988, withoutthepriorpermissionofthepublisher. Wileyalsopublishesitsbooksinavarietyofelectronicformats.Somecontentthat appearsinprintmaynotbeavailableinelectronicbooks. Designationsusedbycompaniestodistinguishtheirproductsareoftenclaimedas trademarks.Allbrandnamesandproductnamesusedinthisbookaretradenames, servicemarks,trademarksorregisteredtrademarksoftheirrespectiveowners.The publisherisnotassociatedwithanyproductorvendormentionedinthisbook. LimitofLiability/DisclaimerofWarranty:Whilethepublisherandauthor(s)haveused theirbesteffortsinpreparingthisbook,theymakenorepresentationsorwarranties withrespecttotheaccuracyorcompletenessofthecontentsofthisbookand specificallydisclaimanyimpliedwarrantiesofmerchantabilityorfitnessfora particularpurpose.Itissoldontheunderstandingthatthepublisherisnotengagedin renderingprofessionalservicesandneitherthepublishernortheauthorshallbeliable fordamagesarisingherefrom.Ifprofessionaladviceorotherexpertassistanceis required,theservicesofacompetentprofessionalshouldbesought. LibraryofCongressCataloging-in-PublicationData Asbury,Kathryn. Gisforgenes:theimpactofgeneticsoneducationandachievement/KathrynAsbury andRobertPlomin. pagescm.–(Understandingchildren’sworlds;13) Includesbibliographicalreferencesandindex. ISBN978-1-118-48278-0(hardback)–ISBN978-1-118-48281-0(paperback) 1.Learningability–Geneticaspects. 2.Academicachievement. 3.Behaviorgenetics. I.Plomin,Robert,1948– II.Title. LB1134.A832013 370.15(cid:2)23–dc23 2013017491 AcataloguerecordforthisbookisavailablefromtheBritishLibrary. Coverimage:©nathanKnowles/GettyImages Coverdesignbywww.cyandesign.co.uk Typesetin10.5/14ptSabonbyLaserwordsPrivateLimited,Chennai,India 12014 For the TEDS families, with thanks TheUniverseisnotgoingtoseesomeonelikeyouagainin theentirehistoryofcreation. VartanGregorian Contents Acknowledgements xi Part One In Theory 1 Chapter1 Genetics,Schools,andLearning 3 TheAimsandAssumptionsofEducation 4 DiverseOpportunitiestoDrawOut IndividualPotential 8 DNAintheClassroom 10 InSummary. . . 11 Chapter2 HowWeKnowWhatWeKnow 14 Twins:ANaturalExperiment 15 DNASequencing 18 Chapter3 The3Rs:Reading,wRiting. . . 22 FromDNAtoABC 24 EnvironmentalInfluencesonReadingAbility 31 StrugglingReaders 34 TheGeneticsofWritingAbility 38 Chapter4 . . . and’Rithmetic 42 So,WhyareSomePeopleBetteratMath thanOthers? 43 viii Contents HowdoesNurtureAffectMathematical Ability? 52 Chapter5 PhysicalEducation:Who,What,Why, Where,andHow? 57 Genes,Sports,andSmoking 62 Obesity,Genes,andEnvironment 64 TheHeritabilityofFitness 67 GymClassHeroes 69 InSummary. . . 74 Chapter6 Science:ADifferentWayofThinking? 78 DifferencesBetweentheSexes 85 InSummary. . . 87 Chapter7 HowdoIQandMotivationFitIn? 89 IQ+Genetics=Controversy(and Name-calling) 95 Self-ConfidenceandMotivation 98 ImprovingConfidenceandCognitioninthe Classroom 100 Chapter8 SpecialEducationalNeeds:Ideasand Inspiration 105 TheExpansionofSpecialEducationalNeeds 110 PersonalizedLearninginAction 113 InSummary. . . 114 Chapter9 ‘‘Clones’’intheClassroom 115 PositivityandAchievement 122 ClonesintheClassroom 122 Chapter10 MindtheGap:SocialStatusandSchool Quality 126 LowSES:WhatDoesItLookLike? 129 WhatDoestheHeritabilityofSESMean? 133 SchoolQuality 136

Description:
G is for Genes shows how a dialogue between geneticists and educationalists can have beneficial results for the education of all children—and can also benefit schools, teachers, and society at large. Draws on behavioral genetic research from around the world, including the UK-based Twins’ Early
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211 Pages·2013·2.77 MB·English
by  Kathryn Asbury
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G is for Genes Understanding Children’s Worlds Series Editor: Judy Dunn The study of children’s development can have a profound influence on how children are broughtup,caredforandeducated.Manypsychologistsarguethat,evenifourknowledge is incomplete, we have a responsibility to attempt to help those concerned with the care, educationandstudyofchildrenbymakingwhatweknowavailabletothem.Thecentral aimofthisseriesistoencouragedevelopmentalpsychologiststosetoutthefindingsandthe implications of their research for others – teachers, doctors, social workers, students and fellowresearchers – whoseworkinvolvesthecare,educationandstudyofyoungchildren andtheirfamilies.Theinformationandtheideasthathavegrownfromrecentresearchform animportantresourcewhichshouldbeavailabletothem.Thisseriesprovidesanopportunity forpsychologiststopresenttheirworkinawaythatisinteresting,intelligibleandsubstantial, andtodiscusswhatitsconsequencesmaybeforthosewhocarefor,andteachchildren:notto offersimpleprescriptiveadvicetootherprofessionals,buttomakeimportantandinnovative researchaccessibletothem. ChildrenDoingMathematics TerezinhaNunesandPeterBryant ChildrenandEmotion PaulL.Harris BullyingatSchool DanOlweus HowChildrenThinkandLearn,SecondEdition DavidWood MakingDecisionsaboutChildren,SecondEdition H.RudolphSchaffer Children’sTalkinCommunitiesandClassrooms LynneVernon-Feagans ChildrenandPoliticalViolence EdCairns TheWorkoftheImagination PaulHarris ChildreninChangingFamilies JanPryorandBryanRodgers YoungChildrenLearning BarbaraTizardandMartinHughes Children’sFriendships JudyDunn HowChildrenDevelopSocialUnderstanding JeremyCarpendaleandCharlieLewis Children’sReadingandSpelling:BeyondtheFirstSteps TerezinhaNunesandPeterBryant ChildrenandPlay PeterK.Smith PeerGroupsandChildren’sDevelopment ChristineHowe ChildrenandSocialExclusion:Morality,Prejudice,andGroupIdentity MelanieKillenandAdamRutland GisforGenes:TheImpactofGeneticsonEducationandAchievement KathrynAsburyandRobertPlomin NotYetPublished: ChildrenandLying KangLeeandVictoriaTalwar Children’sMemory GabriellePrincipe,StephenCeci,andMaggieBruck G is for Genes The Impact of Genetics on Education and Achievement Kathryn Asbury and Robert Plomin Thiseditionfirstpublished2014 ©2014JohnWiley&Sons,Inc. RegisteredOffice JohnWiley&SonsLtd,TheAtrium,SouthernGate,Chichester, WestSussex,PO198SQ,UK EditorialOffices 350MainStreet,Malden,MA02148-5020,USA 9600GarsingtonRoad,Oxford,OX42DQ,UK TheAtrium,SouthernGate,Chichester,WestSussex,PO198SQ,UK Fordetailsofourglobaleditorialoffices,forcustomerservices, andforinformationabouthowtoapplyforpermissiontoreusethe copyrightmaterialinthisbookpleaseseeourwebsiteat www.wiley.com/wiley-blackwell. TherightofKathrynAsburyandRobertPlomintobeidentifiedastheauthorsof thisworkhasbeenassertedinaccordancewiththeUKCopyright, DesignsandPatentsAct1988. Allrightsreserved.Nopartofthispublicationmaybereproduced, storedinaretrievalsystem,ortransmitted,inanyformorbyany means,electronic,mechanical,photocopying,recordingorotherwise, exceptaspermittedbytheUKCopyright,DesignsandPatentsAct1988, withoutthepriorpermissionofthepublisher. Wileyalsopublishesitsbooksinavarietyofelectronicformats.Somecontentthat appearsinprintmaynotbeavailableinelectronicbooks. Designationsusedbycompaniestodistinguishtheirproductsareoftenclaimedas trademarks.Allbrandnamesandproductnamesusedinthisbookaretradenames, servicemarks,trademarksorregisteredtrademarksoftheirrespectiveowners.The publisherisnotassociatedwithanyproductorvendormentionedinthisbook. LimitofLiability/DisclaimerofWarranty:Whilethepublisherandauthor(s)haveused theirbesteffortsinpreparingthisbook,theymakenorepresentationsorwarranties withrespecttotheaccuracyorcompletenessofthecontentsofthisbookand specificallydisclaimanyimpliedwarrantiesofmerchantabilityorfitnessfora particularpurpose.Itissoldontheunderstandingthatthepublisherisnotengagedin renderingprofessionalservicesandneitherthepublishernortheauthorshallbeliable fordamagesarisingherefrom.Ifprofessionaladviceorotherexpertassistanceis required,theservicesofacompetentprofessionalshouldbesought. LibraryofCongressCataloging-in-PublicationData Asbury,Kathryn. Gisforgenes:theimpactofgeneticsoneducationandachievement/KathrynAsbury andRobertPlomin. pagescm.–(Understandingchildren’sworlds;13) Includesbibliographicalreferencesandindex. ISBN978-1-118-48278-0(hardback)–ISBN978-1-118-48281-0(paperback) 1.Learningability–Geneticaspects. 2.Academicachievement. 3.Behaviorgenetics. I.Plomin,Robert,1948– II.Title. LB1134.A832013 370.15(cid:2)23–dc23 2013017491 AcataloguerecordforthisbookisavailablefromtheBritishLibrary. Coverimage:©nathanKnowles/GettyImages Coverdesignbywww.cyandesign.co.uk Typesetin10.5/14ptSabonbyLaserwordsPrivateLimited,Chennai,India 12014 For the TEDS families, with thanks TheUniverseisnotgoingtoseesomeonelikeyouagainin theentirehistoryofcreation. VartanGregorian Contents Acknowledgements xi Part One In Theory 1 Chapter1 Genetics,Schools,andLearning 3 TheAimsandAssumptionsofEducation 4 DiverseOpportunitiestoDrawOut IndividualPotential 8 DNAintheClassroom 10 InSummary. . . 11 Chapter2 HowWeKnowWhatWeKnow 14 Twins:ANaturalExperiment 15 DNASequencing 18 Chapter3 The3Rs:Reading,wRiting. . . 22 FromDNAtoABC 24 EnvironmentalInfluencesonReadingAbility 31 StrugglingReaders 34 TheGeneticsofWritingAbility 38 Chapter4 . . . and’Rithmetic 42 So,WhyareSomePeopleBetteratMath thanOthers? 43 viii Contents HowdoesNurtureAffectMathematical Ability? 52 Chapter5 PhysicalEducation:Who,What,Why, Where,andHow? 57 Genes,Sports,andSmoking 62 Obesity,Genes,andEnvironment 64 TheHeritabilityofFitness 67 GymClassHeroes 69 InSummary. . . 74 Chapter6 Science:ADifferentWayofThinking? 78 DifferencesBetweentheSexes 85 InSummary. . . 87 Chapter7 HowdoIQandMotivationFitIn? 89 IQ+Genetics=Controversy(and Name-calling) 95 Self-ConfidenceandMotivation 98 ImprovingConfidenceandCognitioninthe Classroom 100 Chapter8 SpecialEducationalNeeds:Ideasand Inspiration 105 TheExpansionofSpecialEducationalNeeds 110 PersonalizedLearninginAction 113 InSummary. . . 114 Chapter9 ‘‘Clones’’intheClassroom 115 PositivityandAchievement 122 ClonesintheClassroom 122 Chapter10 MindtheGap:SocialStatusandSchool Quality 126 LowSES:WhatDoesItLookLike? 129 WhatDoestheHeritabilityofSESMean? 133 SchoolQuality 136

Description:
G is for Genes shows how a dialogue between geneticists and educationalists can have beneficial results for the education of all children—and can also benefit schools, teachers, and society at large. Draws on behavioral genetic research from around the world, including the UK-based Twins’ Early
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