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Journal of Learning Disabilities, Vol. 34, No. 6, 492-502 (2001)
DOI: 10.1177/002221940103400602
© 2001 Hammill Institute on Disabilities

Genotype-Environment Correlations for Language-Related Abilities

Implications for Typical and Atypical Learners

Jeffrey W. Gilger

Department of Child and Family Studies at California State University, jeffg565{at}excite.com

Hsiu-Zu Ho

University of California-Santa Barbara

Angela D. Whipple

University of California-Santa Barbara

Romy Spitz

University of Southern Maine, Dept. of Linguistics and the Signal Languages Resarch Laboratory

Recent behavioral genetic research has shown that genetic propensities are associated with individual differences in experiences, and thus, what may appear to be environmental effects can reflect genetic influence. This study examines passive genotype-environment correlations (GECs) for language-related abilities by comparing environment-child language associations in adoptive and nonadoptive families. The results provide evidence for the genetic mediation of the association between home environmental variables, such as the provision of toys and games, maternal involvement, and degree of intellectual/cultural orientation with children's language-related abilities. Developmental changes in passive GECs are considered, and the implications for typical and atypical learners are discussed.


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