ArticleMind, brain and education : the official journal of the International Mind, Brain, and Education Society2007
Bridging the Gap Between Genomics and Education.
Article in Mind, brain and education : the official journal of the International Mind, Brain, and Education Society, 2007. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- A Genomically Informed Education System? Challenges for Behavioral Genetics.The Journal of law, medicine & ethics : a journal of the American Society of Law, Medicine & Ethics · 2018Article
- Using comparative genomics for inquiry-based learning to dissect virulence of Escherichia coli O157:H7 and Yersinia pestis.CBE life sciences education · 2012Article
- Moving closer to a public health model of language and learning disabilities: the role of genetics and the search for etiologies.Behavior genetics · 2011Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
Abstract
Despite several decades of research suggesting the importance of both genetic and environmental factors, these findings are not well integrated into the larger educational literature. Following a discussion of quantitative and molecular genetic methods, this article reviews behavioral genetic findings related to cognitive and academic skills. This literature suggests that (a) the relative importance of genes and environments varies developmentally; (b) genetics, and to a lesser extend the environment, account for a substantial portion of the covariance within and across academic domains; and (c) some forms of disability are qualitatively different from the population, whereas others constitute the lower end of a continuum of ability. Following a discussion of the strengths and limitations of current behavioral genetic research and intervention research, we then discuss the ways in which understanding gene -environment interplay can be used to develop better definitions of learning impairment and better explain the substantial variability in response to intervention.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.