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Genetic and environmental overlap between Chinese and English reading-related skills in Chinese children

机译:中国儿童中英文阅读相关技能的遗传和环境重叠

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摘要

This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have distinct or overlapping genetic and environmental origins. A sample of 279 Chinese twin pairs with a mean age of 6 years was tested. Univariate twin analyses were used to identify sources of individual variations in reading abilities and related cognitive-linguistic skills in Chinese and English, respectively. They were used to show both similar and distinctive patterns in these skills across Chinese and English. Bivariate Cholesky decomposition analyses indicated genetic overlaps between all parallel Chinese and English variables, as well as shared environmental overlaps in receptive vocabulary and phonological awareness. The phenotypic correlations between 1st and 2nd language skills previously observed in cross-linguistic studies could be explained by the shared genetic and environmental influences found in this twin study. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
机译:这项双生子研究考察了基因和环境对学习英语的华语儿童第二语言阅读习得的相对贡献。我们检查了第一和第二种语言中的特定技能(视觉单词识别,词汇接受能力,语音意识,语音记忆和语音歧视)是否具有独特或重叠的遗传和环境起源。测试了279对平均年龄为6岁的中国双胞胎。单变量双因素分析分别用于识别中文和英文阅读能力和相关认知语言技能的个体差异。它们被用来在中英文之间展现出相似和独特的模式。双变量Cholesky分解分析表明,所有平行的中文和英文变量之间存在遗传重叠,并且在接受性词汇和语音意识方面存在共同的环境重叠。以前在跨语言研究中观察到的第一语言能力和第二语言能力之间的表型相关性可以通过在该双胞胎研究中发现的共同的遗传和环境影响来解释。 (PsycINFO数据库记录(c)2014 APA,保留所有权利)。

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