12 results on '"Hart, Sara A."'
Search Results
2. Math Fluency Is Etiologically Distinct from Untimed Math Performance, Decoding Fluency, and Untimed Reading Performance: Evidence from a Twin Study
- Author
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Petrill, Stephen, Logan, Jessica, Hart, Sara, Vincent, Pamela, Thompson, Lee, Kovas, Yulia, and Plomin, Robert
- Abstract
The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the shared environment and genetics influenced the covariance among math fluency, untimed math measures, and reading measures. However, roughly two thirds of the variance in math fluency was independent from untimed math measures and reading, including reading fluency. The majority of this independent variance was the result of genetic factors that were longitudinally stable across two measurement occasions. These results suggest that math fluency, although related to other math measures, may also be a genetically distinct dimension of mathematics performance. (Contains 4 tables and 3 figures.)
- Published
- 2012
- Full Text
- View/download PDF
3. Genetic and Environmental Influences on the Growth of Early Reading Skills
- Author
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Petrill, Stephen A., Hart, Sara A., Harlaar, Nicole, Logan, Jessica, Justice, Laura M., Schatschneider, Christopher, Thompson, Lee, DeThorne, Laura S., Deater-Deckard, Kirby, and Cutting, Laurie
- Abstract
Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of subsequent growth in early reading. Methods: Participants were drawn from the Western Reserve Reading Project, a study of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school. Assessments included word identification, letter identification, pseudoword decoding, expressive vocabulary, phoneme awareness, and rapid naming. Measures were analyzed using latent growth curve modeling. Results: The heritability of initial performance (latent intercept) ranged from h[superscript 2] = 0.38 or word identification to h[superscript 2 = 0.72 for rapid naming. Shared environment ranged from c[superscript 2] = 0.11 for rapid naming to c[superscript 2] = 0.62 for word identification. The heritability of the rate of subsequent growth (latent slope) was statistically significant for rapid naming h[superscript 2] = 0.58 and phoneme awareness h[superscript 2] = 0.20. Shared environment accounted for nearly 100% of variance in rate of growth for word identification, letter identification and pseudoword decoding, and was statistically significant and large for phoneme awareness (c[superscript 2] = 0.80). Genetic variance for rapid naming and phoneme awareness latent slopes overlapped entirely with genetic variance on the intercepts. In contrast, one-third to two-thirds of the shared environmental variance on the slope was independent from the shared environmental variance on the intercept. Conclusions: Genetic influences were related primarily to those already present at the initial level of performance. In contrast, shared environmental influences affecting rate of growth were both predicted by and independent from initial levels of performance. Results suggested that growth in early reading skills is amenable to family, school, or other environmental influences as reading skills develop.
- Published
- 2010
- Full Text
- View/download PDF
4. A Factorial Analysis of Timed and Untimed Measures of Mathematics and Reading Abilities in School Aged Twins
- Author
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Hart, Sara A., Petrill, Stephen A., and Thompson, Lee A.
- Abstract
The present study examined the phenotypic and genetic relationship between fluency and non-fluency-based measures of reading and mathematics performance. Participants were drawn from the Western Reserve Reading and Math Project, an ongoing longitudinal twin project of same-sex MZ and DZ twins from Ohio. The present analyses are based on tester-administered measures available from 228 twin pairs (age M = 9.86 years). Measurement models suggested that four factors represent the data, namely Decoding, Fluency, Comprehension, and Math. Subsequent quantitative genetic analyses of these latent factors suggested that a single genetic factor accounted for the covariance among these four latent factors. However, there were also unique genetic effects on Fluency and Math, independent from the common genetic factor. Thus, although there is a significant genetic overlap among different reading and math skills, there may be independent genetic sources of variation related to measures of decoding fluency and mathematics. (Contains 5 tables and 2 figures.)
- Published
- 2010
- Full Text
- View/download PDF
5. Environmental Influences on the Longitudinal Covariance of Expressive Vocabulary: Measuring the Home Literacy Environment in a Genetically Sensitive Design
- Author
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Hart, Sara A., Petrill, Stephen A., DeThorne, Laura S., Deater-Deckard, Kirby, Thompson, Lee A., Schatschneider, Chris, and Cutting, Laurie E.
- Abstract
Background: Despite the well-replicated relationship between the home literacy environment and expressive vocabulary, few studies have examined the extent to which the home literacy environment is associated with the development of early vocabulary ability in the context of genetic influences. This study examined the influence of the home literacy environment on the longitudinal covariance of expressive vocabulary within a genetically sensitive design. Methods: Participants were drawn from the Western Reserve Reading Project, a longitudinal twin project of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school; expressive vocabulary was measured via the Boston Naming Test (BNT), and the Home Literacy Environment (HLE) was assessed using mothers' report. Results: The heritability of the BNT was moderate and significant at each measurement occasion, h[superscript 2] = 0.29-0.49, as were the estimates of the shared environment, c[superscript 2] = 0.27-0.39. HLE accounted for between 6-10% of the total variance in each year of vocabulary assessment. Furthermore, 7-9% of the total variance of the stability over time in BNT was accounted for by covariance in the home literacy environment. Conclusions: These results indicate that aspects of the home literacy environment, as reported by mothers, account for some of the shared environmental variance associated with expressive vocabulary in school aged children.
- Published
- 2009
- Full Text
- View/download PDF
6. The ABCs of Math: A Genetic Analysis of Mathematics and Its Links with Reading Ability and General Cognitive Ability
- Author
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Hart, Sara A., Petrill, Stephen A., Thompson, Lee A., and Plomin, Robert
- Abstract
The goal of this first major report from the Western Reserve Reading Project Math component is to explore the etiology of the relationship among tester-administered measures of mathematics ability, reading ability, and general cognitive ability. Data are available on 314 pairs of monozygotic and same-sex dizygotic twins analyzed across 5 waves of assessment. Univariate analyses provide a range of estimates of genetic (h[superscript 2] = 0.00-0.63) and shared (c[superscript 2] = 0.15-0.52) environmental influences across math calculation, fluency, and problem solving measures. Multivariate analyses indicate genetic overlap between math problem solving with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Further, math fluency has unique genetic influences. In general, math ability has shared environmental overlap with general cognitive ability and decoding. These results indicate that aspects of math that include problem solving have different genetic and environmental influences than math calculation. Moreover, math fluency, a timed measure of calculation, is the only measured math ability with unique genetic influences. (Contains 7 tables and 1 figure.)
- Published
- 2009
- Full Text
- View/download PDF
7. At Ohio State University, Mack Scogin Merrill Elam's new KNOWLTON HALL brings the design process to the larger academic community.
- Author
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Hart, Sara
- Subjects
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ARCHITECTURAL education , *COLLEGE students - Abstract
The article focuses on the new Knowlton School of Architecture (KSA) at Ohio State University (OSU), in Columbus, Ohio, which opened its doors to 550 undergraduate and graduate students, matriculated in three design fields, architecture, landscape architecture, and city and regional planning. The architecture school finally got the state-of-the-art facility that a high-profile, innovative program deserves. Atlanta-based firm Mack Scogin Merrill Elam approached this project understanding that the OSU architecture school had a mission beyond giving form to a well-respected architecture program.
- Published
- 2005
8. Performing Arts Complexes are Evolving From Shoebox VenuesInto Multipurpose Arenas.
- Author
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Hart, Sara
- Subjects
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CENTERS for the performing arts , *THEATERS , *ARCHITECTURAL acoustics - Abstract
Performing arts complexes are evolving into multipurpose arenas. Three of the performing arts projects, the Tempodrom in Berlin, Germany, the Hampstead Theatre in London, England and the Schuster in Dayton, Ohio incorporate unique programmatic elements not usually associated with performance centers. Berlin envisioned a beacon for a freshly revitalized and heterogenous area on the site of a famous train terminal. By contrast, London planned a theater with a sound problem to solve, the question was how to create acoustic isolation without expensive detailing for the Hampstead Theatre.
- Published
- 2003
9. Who is afraid of math? Two sources of genetic variance for mathematical anxiety.
- Author
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Wang, Zhe, Hart, Sara Ann, Kovas, Yulia, Lukowski, Sarah, Soden, Brooke, Thompson, Lee A., Plomin, Robert, McLoughlin, Grainne, Bartlett, Christopher W., Lyons, Ian M., and Petrill, Stephen A.
- Subjects
- *
ANXIETY , *ACADEMIC achievement , *CONFIDENCE intervals , *INTELLIGENCE tests , *LONGITUDINAL method , *MATHEMATICS , *RESEARCH funding , *SCALE analysis (Psychology) , *TWINS , *DATA analysis software , *DESCRIPTIVE statistics , *GENETICS - Abstract
Background Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving and achievement. This study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored. Methods Univariate and multivariate quantitative genetic models were conducted in a sample of 514 12-year-old twin siblings. Results Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and nonfamilial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving. Conclusions The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics and may extend to other areas of academic achievement. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
10. Math Fluency Is Etiologically Distinct From Untimed Math Performance, Decoding Fluency, and Untimed Reading Performance: Evidence From a Twin Study.
- Author
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Petrill, Stephen, Logan, Jessica, Hart, Sara, Vincent, Pamela, Thompson, Lee, Kovas, Yulia, and Plomin, Robert
- Subjects
ACHIEVEMENT tests ,GENETICS ,HOME care services ,INTELLIGENCE tests ,LONGITUDINAL method ,MATHEMATICS ,READING ,RESEARCH funding ,STATISTICS ,TWINS ,PHENOTYPES ,SAMPLE size (Statistics) ,INTER-observer reliability ,DESCRIPTIVE statistics - Abstract
The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the shared environment and genetics influenced the covariance among math fluency, untimed math measures, and reading measures. However, roughly two thirds of the variance in math fluency was independent from untimed math measures and reading, including reading fluency. The majority of this independent variance was the result of genetic factors that were longitudinally stable across two measurement occasions. These results suggest that math fluency, although related to other math measures, may also be a genetically distinct dimension of mathematics performance. [ABSTRACT FROM PUBLISHER]
- Published
- 2012
- Full Text
- View/download PDF
11. Genetic and environmental influences on the growth of early reading skills.
- Author
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Petrill, Stephen A., Hart, Sara A., Harlaar, Nicole, Logan, Jessica, Justice, Laura M., Schatschneider, Christopher, Thompson, Lee, DeThorne, Laura S., Deater‐Deckard, Kirby, and Cutting, Laurie
- Subjects
- *
READING , *ABILITY , *BEHAVIOR genetics , *GENETICS , *READING (Elementary) , *TWINS - Abstract
Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of subsequent growth in early reading. Methods: Participants were drawn from the Western Reserve Reading Project, a study of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school. Assessments included word identification, letter identification, pseudoword decoding, expressive vocabulary, phoneme awareness, and rapid naming. Measures were analyzed using latent growth curve modeling. Results: The heritability of initial performance (latent intercept) ranged from h2 = .38 for word identification to h2 = .72 for rapid naming. Shared environment ranged from c2 = .11 for rapid naming to c2 = .62 for word identification. The heritability of the rate of subsequent growth (latent slope) was statistically significant for rapid naming h2 = .58 and phoneme awareness h2 = .20. Shared environment accounted for nearly 100% of variance in rate of growth for word identification, letter identification and pseudoword decoding, and was statistically significant and large for phoneme awareness (c2 = .80). Genetic variance for rapid naming and phoneme awareness latent slopes overlapped entirely with genetic variance on the intercepts. In contrast, one-third to two-thirds of the shared environmental variance on the slope was independent from the shared environmental variance on the intercept. Conclusions: Genetic influences were related primarily to those already present at the initial level of performance. In contrast, shared environmental influences affecting rate of growth were both predicted by and independent from initial levels of performance. Results suggested that growth in early reading skills is amenable to family, school, or other environmental influences as reading skills develop. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
12. Environmental influences on the longitudinal covariance of expressive vocabulary: measuring the home literacy environment in a genetically sensitive design.
- Author
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Hart, Sara A., Petrill, Stephen A., DeThorne, Laura S., Deater‐Deckard, Kirby, Thompson, Lee A., Schatschneider, Chris, and Cutting, Laurie E.
- Subjects
- *
LITERACY , *LITERACY programs , *VOCABULARY , *SCHOOL children , *CHILDREN & the environment - Abstract
Background: Despite the well-replicated relationship between the home literacy environment and expressive vocabulary, few studies have examined the extent to which the home literacy environment is associated with the development of early vocabulary ability in the context of genetic influences. This study examined the influence of the home literacy environment on the longitudinal covariance of expressive vocabulary within a genetically sensitive design. Methods: Participants were drawn from the Western Reserve Reading Project, a longitudinal twin project of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school; expressive vocabulary was measured via the Boston Naming Test (BNT), and the Home Literacy Environment (HLE) was assessed using mothers’ report. Results: The heritability of the BNT was moderate and significant at each measurement occasion, h2 = .29–.49, as were the estimates of the shared environment, c2 = .27–.39. HLE accounted for between 6–10% of the total variance in each year of vocabulary assessment. Furthermore, 7–9% of the total variance of the stability over time in BNT was accounted for by covariance in the home literacy environment. Conclusions: These results indicate that aspects of the home literacy environment, as reported by mothers, account for some of the shared environmental variance associated with expressive vocabulary in school aged children. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
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