Genotype-environment correlations for language-related abilities: Implications for typical and atypical learners

Recent behavioral genetic research has shown that genetic propensities are associated with individual differences in experiences, and thus, what may a ppear to be environmental effects can reflect genetic influence. This study examines passive genotype-environment correlations (GECs) for language-rel ated abilities by comparing environment-child language associations in adop tive and nonadoptive families. The results provide evidence for the genetic mediation of the association between home environmental variables, such as the provision of toys and games, maternal involvement, and degree of intel lectual/cultural orientation with children's language-related abilities. De velopmental changes in passive GECs are considered, and the implications fo r typical and atypical learners are discussed.