The Social Influences on the Realization of Genetic Potential for Intellectual Development

By G. Guo, Elizabeth Stearns. 2002

191 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Pediatrics, Perinatology and Child Health, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/43ce6ea37fd9ee95eeae63817205c69420302000

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In Experimental and Cognitive Psychology

In Pediatrics, Perinatology and Child Health

In Sociology and Political Science

Citations in the corpus

Women's underrepresentation in science: sociocultural and biological considerations. (2009, background): “A biopsychosocial view of sex differences postulates that biological factors are enmeshed with social forces at every step, in an iterative unfolding (Berenbaum & Resnick, 2007; Bronfenbrenner & Ceci, 1994; Guo & Stearns, 2002).”
Gender differences in mathematics achievement: Exploring the early grades and the extremes (2008, background): “Approaches combining biological and social factors, like Guo and Stearns’ (2002) research showing that high-SES environments allow individuals to better achieve their ‘‘genetic potential,’’ are more promising.”
Achievement and Ascription in Educational Attainment: Genetic and Environmental Influences on Adolescent Schooling (2006, background): “The pattern, originally proposed by ScarrSalapatek 1971, was clearly in evidence in Heath et al.’s (1985) study in Norway which found that heritability of educational attainment is relatively low (41 percent) for both males and females born before 1940, who would have been exposed to the more elitis”
The Integration of Genetic Propensities into Social-Control Models of Delinquency and Violence among Male Youths (2008, background): “Guo and Stearns (2002) show that heritability for a cognitive measure is much lower among those growing up in disadvantaged social environments than among those living in “normal” environments, suggesting genetic potential’s dependence on social environments.”
Why poor children are more likely to become poor readers: The school years (2013, background): “Studies demonstrating the bioecological model among adolescent children include measures of verbal IQ (Rowe et al., 1999), receptive vocabulary (Guo & Stearns, 2002), word recognition and phonological decoding (Gayan & Olson, 2003), and word recognition, spelling and reading comprehension in low…”
The role of family socioeconomic resources in the black-white test score gap among young children (2006, background): “Research indicates that the heritability of achievement varies substantially between children reared in low- and high-SES families, and is strongest in advantaged families (Guo & Stearns, 2002; Rowe, Jacobson, & Van den Oord, 1999; Turkheimer, Haley, Waldron, & Gottesman, 2003).”
Why poor children are more likely to become poor readers: the early years (2014, background): “The remainder of the variance in reading ability is associated with a range of factors in the child’s home and school environment (Berliner 2005; Guo and Stearns 2002; Rowe, Jacobson, and Van den Oord 1999; Samuelsson et al. 2008; Taylor et al 2010).”