The Effect Of Gene And Family Cultural Capital In Children's Reading Ability And Mathematical Ability

Reading ability and mathematical ability are advanced cognitive abilities of human beings,whose individual differences have been widely concerned.Twin studies have shown that the genetic basis of reading ability and mathematical ability are close to or more than 50%(Hart,et al,2010).But which specific genes are associated with reading ability and math ability can't be proved by twin studies.With the development of molecular genetics,it is popular to explore which genes are related with the reading and mathematical abilities,and how the interaction between these genes and environment to influence the development of reading ability and mathematical ability.The genetic study of reading ability has found that DYX1C1,DCDC2,ROBO1 and other genes are related to reading.And DYX1C1 is the first gene proved to relate with reading ability,but current results are controversial.Some researches shown that DYX1C1 was exactly associated with reading ability,which could make reading ability more better or more worse.However,other studies demonstrated that DYX1C1 was not associated with reading ability.Thus,the relationship between DYX1C1 and reading ability still needs to be verified.There are few genetic researches on mathematical ability.Only one whole genome study found ten single nucleotide polymorphisms(SNP)associated with the mathematical abilities in British children,which included rs11225308,rs363449,rs17278234,rs11154532,and so on.And another research verified the ten SNPs in British children again.However,validation in Chinese children has not yet begun.Another gene research on the ability of mathematics was carried out in Chinese undergraduates,and found the rs12202969 of LOC100129158 was associated with student's mathematical performance.But the influence of gene on individual abilities may be different in different ages(Cao,et al,2013).So,in order to explore whether these genes are related with mathematical ability of Chinese children,it is necessary to verify the above genes.Although the researches on environment of reading ability and mathematical ability have included family,school and individual factors,most of these researches only explored one aspect of these independent factors,like family socioeconomic status,relationship of teacher and student or individual's motivation,and so on,and lacked systematization.Considering the essential status of family in one's development,our study will explore theinfluence of family factors on reading ability and mathematical ability based on family cultural capital theory.Moreover,the main limitation of current studies is that previous studies have often carried out genetic and environmental studies separately,but ignored the close relationship between genes and environment.Therefore,this study attempts to explore the impact and specific mechanism of genetic and family cultural capital on children's reading ability and mathematical ability from the perspective of developmental genetics.We hope to deepen the scientific understanding of reading ability and mathematical ability,and provide some theoretical basis for children's development as well as family education.This study adopted the gene-environment interaction design.There were 498 children recruited in fourth and fifth grades from three primary schools in Chongqing.And parents finished the family socioeconomic status questionnaire,family learning environment questionnaire and parental involvement questionnaire.We concluded the condition of individual's family cultural capital.Standardized tests of Beijing normal university were used to measure the reading ability and mathematical ability.DNA samples were collected through saliva collection method,and gene detection and typing of DYX1C1,MMP7,GRIK1,SAMD3,LOC100129158,COMT and BDNF were conducted.On this basis,the effects of the polymorphism of these gene loci and the variables of family cultural capital on children's reading ability and mathematics ability were discussed.At the same time,the role of gender was investigated.After analysis,the main conclusions were as follows:(1)There was significant gender difference in reading ability,girls reading ability were superior than boys.And genetic factors(such as testosterone),brain structure differences,social stereotypes,family factors(parenting beliefs)and individual factors(reading frequency and reading attitude,etc.)may account for this.However,there was no gender in children's mathematical ability.(2)Gender plays a regulatory role in the relationship between MMP7 gene and children's reading ability.As MMP7 showed a direct effect on boy's reading ability but not girl's.Besides,there was no interaction between MMP7 and family cultural capital.(3)Gender had effect on the interaction between DYX1C1 and parental involvement.GT and TT alleles of boy were sensitive to parental involvement,while only GT allele of girl was sensitive to parental involvement.And the interactive mode between gene and environment was consistent with the basic views of “differential susceptibility model”.(4)Gender had effect on the interaction between GRIK1 and family cultural capital.(5)The interaction between GRIK1 and family reading environment positively predicted boy's reading ability;the interaction between GRIK1 and family socioeconomic status positively predicted girl's reading ability.Both of the two interactive mode were consistent with the basic views of “differential susceptibility model”.(6)SAMD3 as well as the interaction between SAMD3 and family socioeconomic status had significant effect on children's mathematical ability.And the interactive mode between SAMD3 and family socioeconomic status was consistent with the basic views of“differential susceptibility model”.The main effect and interactive effect of SAMD3 were independent of gender.(7)Family socioeconomic status had significant effect on girl's reading ability.Thus,the better the family socioeconomic status,the better the girls reading ability.However,family socioeconomic status had no significant effect on mathematical ability.(8)Family socioeconomic status had significant effect on children's mathematical ability.The higher the family socioeconomic status,the better the children's reading ability.(9)Family reading environment had significant effect on children's reading ability and mathematical ability.The better the family reading environment,the better the reading and mathematical ability.(10)Parental involvement had significant effect on girl's reading ability.The higher level of parental involvement,the better the children's reading ability.