ArticleIntelligence2014
Nature, Nurture, and Expertise.
Article in Intelligence, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 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
15 citing papers in PubMed.
- Charting the Shift: Age as a Moderator of the Genetic and Environmental Influences on Reading.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2025Article
- Testing the Deliberate Practice Theory: Does Practice Reduce the Heritability of Musical Expertise?Journal of Intelligence · 2024Article
- Implications of the genomic revolution for education research and policy.British educational research journal · 2024Article
- The relationship of school performance with self-control and grit is strongly genetic and weakly causal.NPJ science of learning · 2023Article
- The nature and nurture of network evolution.Nature communications · 2023Article
- Intergenerational effects of parental educational attainment on parenting and childhood educational outcomes: Evidence from MoBa using within-family Mendelian randomization.medRxiv : the preprint server for health sciences · 2023Article
- Expertise in emotion: A scoping review and unifying framework for individual differences in the mental representation of emotional experience.Psychological bulletin · 2021Article
- Nurture might be nature: cautionary tales and proposed solutions.NPJ science of learning · 2021Review
- Ethnoscientific expertise and knowledge specialisation in 55 traditional cultures.Evolutionary human sciences · 2021Article
- Deliberate Practice and Proposed Limits on the Effects of Practice on the Acquisition of Expert Performance: Why the Original Definition Matters and Recommendations for Future Research.Frontiers in psychology · 2019Review
- A Medal in the Olympics Runs in the Family: A Cohort Study of Performance Heritability in the Games History.Frontiers in physiology · 2018Article
- A Dynamic Network Model to Explain the Development of Excellent Human Performance.Frontiers in psychology · 2016Article
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- Article
- Thinking positively: The genetics of high intelligence.Intelligence · 2015Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
Rather than investigating the extent to which training can improve performance under experimental conditions ('what could be'), we ask about the origins of expertise as it exists in the world ('what is'). We used the twin method to investigate the genetic and environmental origins of exceptional performance in reading, a skill that is a major focus of educational training in the early school years. Selecting reading experts as the top 5% from a sample of 10,000 12-year-olds twins assessed on a battery of reading tests, three findings stand out. First, we found that genetic factors account for more than half of the difference in performance between expert and normal readers. Second, our results suggest that reading expertise is the quantitative extreme of the same genetic and environmental factors that affect reading performance for normal readers. Third, growing up in the same family and attending the same schools account for less than a fifth of the difference between expert and normal readers. We discuss implications and interpretations ('what is inherited is DNA sequence variation'; 'the abnormal is normal'). Finally, although there is no necessary relationship between 'what is' and 'what could be', the most far-reaching issues about the acquisition of expertise lie at the interface between them ('the nature of nurture: from a passive model of imposed environments to an active model of shaped experience').
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.