ArticleNew directions for child and adolescent development2022
Developmental behavioral genetics research on school achievement is missing vulnerable children, to our detriment.
Article in New directions for child and adolescent development, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 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.
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Who cites it
5 citing papers in PubMed.
- Associations between executive functions assessed in different contexts in a genetically informative sample.Journal of experimental psychology. General · 2024Article
- Exploring the relationship between depression and delinquency: a sibling comparison design using the NLSY.Frontiers in psychology · 2024Article
- Effects of Genetic Relatedness of Kin Pairs on Univariate ACE Model Performance.Twin research and human genetics : the official journal of the International Society for Twin Studies · 2023Article
- Modern Assessments of Intelligence Must Be Fair and Equitable.Journal of Intelligence · 2023Article
- Genetics and the Science of Reading.The Reading League journalArticle
Corrections and comments
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Authors and funding
3 authors.
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Abstract
Gene-environment processes tell us how genetic predispositions and environments work together to influence children in schools. One type of gene-environment process that has been extensively studied using behavioral genetics methods is a gene-by-environment interaction. A gene-by-environment interaction shows us when the effect of your context on a phenotype differs depending on your genetic predispositions, or vice versa, when the effect of your genetic predispositions on a phenotype differs depending on your context. Developmental behavioral geneticists interested in children's school achievement have examined many different contexts within the gene-by-environment interaction model, including contexts measured from within children's home and school environments. However, this work has been overwhelmingly focused on WEIRD samples children, leaving us with non-inclusive scientific evidence. This can lead to detrimental outcomes when we overgeneralize this non-inclusive scientific evidence to racialized groups. We conclude with a call to include racialized children in more research samples.
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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.