ISSN Print 2500–1094
ISSN Online 2542–1204
BIOMEDICAL JOURNAL OF PIROGOV UNIVERSITY (MOSCOW, RUSSIA)
ORIGINAL RESEARCH
The role of maternal education in regulating genetic and environmental contributions to the development of child’s language competencies
About authors
Department of General Psychology and Pedagogy, Faculty of Psychology and Sociology,Pirogov Russian National Research Medical University, Moscow, Russia
Correspondence should be addressed: Dmitry Chernov
ul. Ostrovityanova, d. 1, Moscow, Russia, 117997; ur.liam@amid_vonrehc
Received: 2017-04-14
Accepted: 2017-05-07
Published online: 2017-07-20
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Table 1. Sections, subtests of the Heidelberg test and corresponding skills
Table 2. ANOVA results, two subsamples of twins (one twin in the first subsample, the other in the second subsample)
Note. Subscript 1 — subsample 1 consisting of first members of twin pairs; subscript 2 — subsample 2 consisting of second members of twin pairs; Femp — empirical value of the F-test; p — the exact level of statistical significance.
Table 3. Averaged phenotypic, genotypic and environmental correlations, subtests of the Heidelberg test, samples of twins from families with high and medium mothers' ES
Note. Top of the table — data on twins from families with high maternal ES, lower part of the table — data on the sample from families with medium maternal ES. First line in each cell — phenotypic correlations, second line - genotypic correlations, third lines — environmental correlations. Dash means correlations could not be calculated. Hereinafter, levels of statistical significance: * — p < 0.05; ** — p < 0.01; *** — p < 0.005; **** — p < 0.001.
Table 4. Averaged intra-individual and intra-pair cross-correlations. MZ twins, high ES of mothers
Note. Top of each cell contains averaged intra-individual cross-correlations, bottom — averaged intra-pair cross-correlation.
