摘要：AbstractThis study investigated the etiology of individual differences in mathematics and the nature of the relationship of mathematics with reading and g. A sample of 13,262 12-year-old twins from the Twins Early Development Study (TEDS) was assessed on 11 measures of mathematics, reading, and general cognitive abilities (g). A variable of ‘Pure Mathematics’ was obtained by removing the common variance with reading and g from mathematical scores. Controlling for reading and g did not reduce variability in mathematics but eliminated the influences of shared environment in the etiology of individual differences. Pure Mathematics remained moderately heritable (.44).
