Behavior Genetics

, Volume 23, Issue 6, pp 511–518

The phenotypic and genetic relationships among measures of cognitive ability, temperament, and scholastic achievement

  • Stephen A. Petrill
  • Lee Anne Thompson
Article

DOI: 10.1007/BF01068141

Cite this article as:
Petrill, S.A. & Thompson, L.A. Behav Genet (1993) 23: 511. doi:10.1007/BF01068141

Abstract

The covariance among measures of cognitive ability, temperament, and scholastic achievement was examined in a subsample of 326 (89 Monozygotic, 74 Dizygotic) twins drawn from the Western Reserve Twin Project. Both phenotypic and behavioral genetic models were fit to the data. Univariate analyses indicate significant genetic influences on cognitive, achievement, and temperament variables. Common environmental influences also affected cognition and achievement but not temperament. Multivariate analyses indicate that both genetic and common environmental influences contribute to the covariance among all three variables. Cognition and achievement are highly genetically correlated. In contrast, achievement and temperament are highly correlated for common environmentality, while cognition and temperament are not.

Key Words

Achievementcognitionschool agetemperamenttwins

Copyright information

© Plenum Publishing Corporation 1993

Authors and Affiliations

  • Stephen A. Petrill
    • 1
  • Lee Anne Thompson
    • 1
  1. 1.Department of PsychologyCase Western Reserve UniversityCleveland