Educational Achievement and Intelligence Robert Plomin

Summary

The speaker discusses the role of genetics in cognitive abilities and educational achievement, emphasizing the significant heritable influence on performance from an early age. Through a longitudinal twin study, they found that up to 60% of differences in school performance, including literacy and numeracy, can be attributed to genetics. Despite popular beliefs that environment is the dominant factor, genetic factors strongly impact academic outcomes. The speaker calls for a broader acceptance of genetics in education, advocating for personalized approaches that consider children's individual genetic propensities, leading to a more understanding and supportive educational environment.

Takeaways

• 😀 Genetics plays a significant role in cognitive abilities, with studies showing that about 60-70% of differences in early academic performance are heritable.
• 😀 Educational achievement, including literacy and numeracy, also shows a strong genetic influence, with similar results seen throughout a child's educational trajectory.
• 😀 There is a substantial genetic overlap between cognitive ability and educational achievement, though not complete—about 50-70% of the genetic factors affecting intelligence also impact educational outcomes.
• 😀 Personality traits such as perseverance (grit) also influence educational achievement, showing that it's not all about raw intelligence.
• 😀 Heritability of educational achievement is substantial, even at the age of 7, suggesting that academic abilities are influenced by genetic factors early on.
• 😀 The role of genetics in education challenges current educational policy, where genetics is often ignored or misunderstood. Recognizing genetic differences can lead to better, more personalized educational support.
• 😀 The 'gardener model' of parenting and education encourages creating environments where children can explore and develop their natural abilities, rather than forcing them into a rigid academic mold.
• 😀 Understanding genetics helps parents and educators provide better opportunities for children, allowing them to grow into their inherent strengths and interests.
• 😀 While genetics influences educational outcomes, it's not deterministic. Children can still overcome genetic predispositions with the right support and effort, but some may face more challenges than others.
• 😀 Knowing a child's genetic tendencies—such as being more or less likely to perform well in academics—can help parents adjust their expectations and strategies, without imposing rigid goals like university attendance for all.
• 😀 Genetic knowledge doesn't limit the potential for growth or improvement, but recognizing inherent differences can help individuals make better, more informed decisions about life choices, education, and career paths.

Q & A

What was the focus of the speaker's earlier research before moving to England?

The speaker's earlier research focused on cognitive abilities, particularly general cognitive ability or intelligence.

What major study did the speaker begin upon arriving in England?

Upon arriving in England, the speaker began a large longitudinal twin study involving about 15,000 pairs of twins, funded by the Medical Research Council.

What specific aspects of cognitive development were studied in the longitudinal twin study?

The study focused on cognitive development aspects such as verbal ability, language ability, and behavior problems in childhood.

What was the surprising finding about educational achievement in the study?

The surprising finding was that, even at the age of seven, educational achievement (e.g., literacy and numeracy) was about 60% heritable, meaning it was largely influenced by genetic differences.

How did the study challenge the educational system's views on teaching methods?

The study challenged the educational system's focus on environmental factors by revealing that even phonetic reading tests, which were intended to evaluate teaching methods, were highly heritable (70% of the differences were due to genetics).

What percentage of the genetics that affect intelligence also affects educational achievement?

About 70% of the genetics that influence intelligence also affect educational achievement, though only about half of the genetic variance in educational achievement can be explained by intelligence.

How does the study view the role of personality traits like grit in educational achievement?

While personality traits like grit and perseverance do contribute to educational achievement, the study suggests that genetic factors play a significant role, and at some point, recognizing when something is not one's strength may be more effective than trying harder.

What does the study suggest about the importance of recognizing genetic differences in education?

The study emphasizes the importance of recognizing genetic differences in educational achievement, as it can help tailor educational approaches and expectations, avoiding a one-size-fits-all model.

How does the speaker view the relationship between genetics and educational policy?

The speaker believes that educational policy should take genetics seriously, recognizing that genetic factors can influence academic outcomes, but that policy should also reflect values such as inclusivity and support for all students, not just the most academically gifted.

What is the speaker’s stance on the potential negative consequences of genetic testing for educational outcomes?

The speaker acknowledges concerns about labeling students based on genetic testing but suggests that understanding genetic predispositions could help parents and educators better support children by recognizing their unique strengths and challenges.

What analogy does the speaker use to describe parenting and education in relation to genetics?

The speaker compares two models of parenting: the 'carpenter' model, which focuses on shaping children into what parents want, and the 'gardener' model, which involves creating an environment where children can explore and express their natural abilities and interests.

What does the speaker believe will make a significant difference in the future of education?

The speaker believes that advancements in DNA technology and the ability to predict educational outcomes from genetic data will play a major role in shaping future educational policies and parental expectations.

How does the speaker view the potential for genetic research to influence parental attitudes toward education?

The speaker suggests that genetic research may lead parents to view their role more as 'resource managers,' helping children find what they are good at and supporting their interests, rather than pushing them toward predetermined educational paths.