Conference Agenda

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Session Overview
Session
Keynote II:: "Decoding the Gene-Environment Interplay on Learning"
Time:
Monday, 21/Nov/2022:
5:00pm - 6:00pm


by Dr Elsje van Bergen

Location: Auditorium Roux


Session Abstract

Decoding the Gene-Environment Interplay on Learning

In this talk, I will discuss what heritability means, using cognitive development as an example. I will show how heritability information can help us to study causality between children’s reading ability and voluntary reading practices. That is, does reading a lot lead to better reading skills or does reading a lot follow from high initial reading skills? Next, I will argue that heritability can cause confounds in studying the (environmental) effect of parents, like parenting or the home learning environment (https://www.nature.com/articles/s41539-020-00079-z). I will illustrate how we can deal with this, highlighting research in which we measured the DNA sequence of children and their parents to study ‘genetic nurturing’.

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CV

Dr Elsje van Bergen studies causes and consequences of individual differences in learning. In her research on educational skills, like reading, she integrates theories and methods from educational sciences, psychology, and genetics. She is particularly intrigued by the interplay between genetic and environmental influences. 

Van Bergen is Associate Professor in Biological Psychology (and the Netherlands Twin Register) at the Vrije Universiteit Amsterdam. Before taking up this position, she was a postdoctoral researcher in developmental psychology at the University of Oxford. She obtained her PhD in educational sciences at the  University of Amsterdam. For more, see www.evanbergen.com or follow her on Twitter @drElsje.


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Presentations

Gene‐Environment Interplay in the Home (Learning) Environment Cautionary tales and proposed solutions

Karina Iskrzycki

Swiss Society for Early Childhood Research (SSECR), Switzerland

In this talk, I will discuss what heritability means, using cognitive development as an example. I will show how heritability information can help us to study causality between children’s reading ability and voluntary reading practices. That is, does reading a lot lead to better reading skills or does reading a lot follow from high initial reading skills? Next, I will argue that heritability can cause confounds in studying the (environmental) effect of parents, like parenting or the home learning environment (https://www.nature.com/articles/s41539-020-00079-z). I will illustrate how we can deal with this, highlighting research in which we measured the DNA sequence of children and their parents to study ‘genetic nurturing’.



 
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