张明亮^1,2, 司继伟¹(), 杨伟星¹, 邢淑芬³, 李红霞¹, 张佳佳¹

1 山东师范大学心理学院, 济南 250358
2 山东行政学院, 济南 250014
3 首都师范大学心理系, 北京市“学习与认知”重点实验室, 北京 100048;

收稿日期:2017-07-07出版日期:2018-09-15发布日期:2018-07-27


基金资助:山东省自然科学基金青年基金项目(ZR2013CQ025);国家自然科学基金面上项目(31371048);国家社会科学基金项目(12CYY022);山东省自然科学基金培养基金项目(ZR2016EEP13);山东省“十二五”特色重点学科“发展与教育心理学”专项经费资助

Interaction effects between BDNF gene rs6265 polymorphism and parent-involved education on basic mathematical ability in primary school children

ZHANG Mingliang^1,2, SI Jiwei¹(), YANG Weixing¹, XING Shufen³, LI Hongxia¹, ZHANG Jiajia¹

1 School of Psychology, Shandong Normal University, Jinan 250358, China
2 Shandong Administrative Institute, Jinan 250014, China
3 Beijing Key Laboratory of Learning and Cognition and Department of Psychology, Capital Normal University, Beijing 100048, China

Received:2017-07-07Online:2018-09-15Published:2018-07-27

摘要/Abstract

摘要： 数学能力发展的遗传机制日益成为研究者关注的前沿课题之一, 但既有研究尚处于起步阶段。本研究以602名小学儿童及其父母作为被试, 旨在考察BDNF基因rs6265多态性与父母教育卷入对儿童基本数学能力的潜在交互影响。结果显示, (1) rs6265多态性可显著预测儿童的逻辑思维与空间-视觉功能领域能力(AA基因型携带者的基本数学能力显著高于G等位基因携带者); (2) rs6265多态性与父母教育卷入交互作用于儿童的逻辑思维与空间-视觉功能领域能力, 父母教育卷入能显著正向预测G等位基因儿童的逻辑思维与空间-视觉功能领域能力, 但对AA基因型儿童的预测作用不显著, 该交互作用可能更加符合强素质-压力模型假说(rs6265位点G等位基因可能是风险基因)。上述发现推进了数学能力遗传机制的研究, 并为素质-压力假说提供了新的研究证据。

图/表 4

表1年级、性别、基因多态性、父母教育卷入与儿童基本数学能力两成分的描述统计量及相关分析结果

变量	1	2	3	4	5	6
1 年级	1
2 性别	-0.07	1
3 rs6265	0.01	-0.07	1
4父母教育卷入	0.01	-0.15**	0.00	1
5 MT1	0.00	-0.04	0.09*	0.12**	1
6 MT2	-0.15**	-0.01	0.11*	0.09*	0.69**	1
n	527	297	114(21.63%) 413(73.37%)

表1年级、性别、基因多态性、父母教育卷入与儿童基本数学能力两成分的描述统计量及相关分析结果

变量	1	2	3	4	5	6
1 年级	1
2 性别	-0.07	1
3 rs6265	0.01	-0.07	1
4父母教育卷入	0.01	-0.15**	0.00	1
5 MT1	0.00	-0.04	0.09*	0.12**	1
6 MT2	-0.15**	-0.01	0.11*	0.09*	0.69**	1
n	527	297	114(21.63%) 413(73.37%)

图1不同基因型逻辑思维与空间-视觉功能领域能力(MT2)的人口金字塔图
图1不同基因型逻辑思维与空间-视觉功能领域能力(MT2)的人口金字塔图


表2儿童基本数学能力两成分对rs6265多态性与父母教育卷入的分层回归分析

变量		ΔR2	b (SE)	β	p
MT1
第一层	年级(控制变量)	0.15**	0.04 (0.05)	0.03	0.44
	智商(控制变量)		0.02 (0.00)	0.38	0.00**
第二层	rs6265	0.02**	0.14 (0.10)	0.06	0.19
	父母教育卷入		0.17 (0.05)	0.17	0.00**
第三层	rs6265×父母教育卷入	0.01	-0.16 (0.10)	-0.08	0.12
MT2
第一层	年级(控制变量)	0.14**	-0.11 (0.05)	-0.10	0.02*
	智商(控制变量)		0.01 (0.00)	0.34	0.00**
第二层	rs6265	0.02**	0.22 (0.10)	0.09	0.04*
	父母教育卷入		0.16 (0.05)	0.16	0.00**
第三层	rs6265×父母教育卷入	0.01*	-0.25 (0.10)	-0.13	0.01*a

表2儿童基本数学能力两成分对rs6265多态性与父母教育卷入的分层回归分析

变量		ΔR2	b (SE)	β	p
MT1
第一层	年级(控制变量)	0.15**	0.04 (0.05)	0.03	0.44
	智商(控制变量)		0.02 (0.00)	0.38	0.00**
第二层	rs6265	0.02**	0.14 (0.10)	0.06	0.19
	父母教育卷入		0.17 (0.05)	0.17	0.00**
第三层	rs6265×父母教育卷入	0.01	-0.16 (0.10)	-0.08	0.12
MT2
第一层	年级(控制变量)	0.14**	-0.11 (0.05)	-0.10	0.02*
	智商(控制变量)		0.01 (0.00)	0.34	0.00**
第二层	rs6265	0.02**	0.22 (0.10)	0.09	0.04*
	父母教育卷入		0.16 (0.05)	0.16	0.00**
第三层	rs6265×父母教育卷入	0.01*	-0.25 (0.10)	-0.13	0.01*a

表3rs6265多态性与父母教育卷入对MT2交互作用的再参数化回归模型检验

参数	差别易感模型		素质-压力模型
	强：模型a	弱：模型b	强：模型c	弱：模型d
B1	0.00 (—)a	-0.09 (0.09)	0.00 (—)a	-0.02 (0.06)
C	1.37( 0.77)	0.86 (0.55)	1.69 (—)a	1.69 (—)a
95% CI of C	[-0.14, 2.89]	[-0.23,1.95]	—a	—a
B2	0.16 (0.05)**	0.16 (0.05)**	0.15 (0.04)***	0.14 (0.05)**
B3	-0.11 (0.05)*	-0.11 (0.05)	-0.11 (0.05)*	-0.11 (0.05)*
B4	0.01 (0.00)***	0.01 (0.00)***	0.01 (0.00)***	0.01 (0.00)***
R2	0.17	0.17	0.17	0.17
F(df)	22.32 (4,439)***	18.06 (5,438)***	29.77 (3,440)***	22.32 (4,439)***
F vs.c (df)	0.12 (1,439)	0.96 (2,438)	—	0.12 (1,439)
F vs. d (df)	—	0.84 (1,438)	0.12 (1,439)	—
AIC	1177.75	1178.71	1175.89	1177.75
BIC	1202.32	1207.38	1196.37	1202.33

表3rs6265多态性与父母教育卷入对MT2交互作用的再参数化回归模型检验

参数	差别易感模型		素质-压力模型
	强：模型a	弱：模型b	强：模型c	弱：模型d
B1	0.00 (—)a	-0.09 (0.09)	0.00 (—)a	-0.02 (0.06)
C	1.37( 0.77)	0.86 (0.55)	1.69 (—)a	1.69 (—)a
95% CI of C	[-0.14, 2.89]	[-0.23,1.95]	—a	—a
B2	0.16 (0.05)**	0.16 (0.05)**	0.15 (0.04)***	0.14 (0.05)**
B3	-0.11 (0.05)*	-0.11 (0.05)	-0.11 (0.05)*	-0.11 (0.05)*
B4	0.01 (0.00)***	0.01 (0.00)***	0.01 (0.00)***	0.01 (0.00)***
R2	0.17	0.17	0.17	0.17
F(df)	22.32 (4,439)***	18.06 (5,438)***	29.77 (3,440)***	22.32 (4,439)***
F vs.c (df)	0.12 (1,439)	0.96 (2,438)	—	0.12 (1,439)
F vs. d (df)	—	0.84 (1,438)	0.12 (1,439)	—
AIC	1177.75	1178.71	1175.89	1177.75
BIC	1202.32	1207.38	1196.37	1202.33

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