Literature DB >> 17254409

CoSMoS and TwinPaW: initial report on two new German twin studies.

Frank M Spinath1, Heike Wolf.   

Abstract

After briefly recapitulating two earlier German twin studies (BiLSAT and GOSAT), we present two new German twin studies with a longitudinal perspective: CoSMoS and TwinPaW. The twin study on Cognitive ability, Self-reported Motivation and School performance (CoSMoS) aims to investigate predictors and influences of school performance in a genetically sensitive design, beginning with children in late elementary school. The Twin study on Personality And Wellbeing (TwinPaW) focuses on adult personality and its relation to physical health as well as health-related behavior in an adult sample of twins. Both studies are characterized by an effort to recruit new large twin samples through a novel recruitment procedure aimed at reducing self-selective sampling. In two German federal states, contact information on persons born on the same day and with the same name was retrieved from record sections. From the resulting pool of more than 36,000 addresses we contacted approximately 2000 parents of twins aged 9 and 10 for CoSMoS, as well as 2000 adult twin pairs for TwinPaW by telephone and mail. Personal contact by telephone proved to be more efficient with agreement rates of 63% in the children sample and 65% in the adult sample. In this article we briefly describe the rationale and the study aims of CoSMoS and TwinPaW as well as the characteristics of the sample we have recruited so far.

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Year:  2006        PMID: 17254409     DOI: 10.1375/183242706779462903

Source DB:  PubMed          Journal:  Twin Res Hum Genet        ISSN: 1832-4274            Impact factor:   1.587


  3 in total

1.  Does the heritability of cognitive abilities vary as a function of parental education? Evidence from a German twin sample.

Authors:  Marion Spengler; Juliana Gottschling; Elisabeth Hahn; Elliot M Tucker-Drob; Claudia Harzer; Frank M Spinath
Journal:  PLoS One       Date:  2018-05-08       Impact factor: 3.240

2.  Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries.

Authors:  Yulia Kovas; Gabrielle Garon-Carrier; Michel Boivin; Stephen A Petrill; Robert Plomin; Sergey B Malykh; Frank Spinath; Kou Murayama; Juko Ando; Olga Y Bogdanova; Mara Brendgen; Ginette Dionne; Nadine Forget-Dubois; Eduard V Galajinsky; Juliana Gottschling; Frédéric Guay; Jean-Pascal Lemelin; Jessica A R Logan; Shinji Yamagata; Chizuru Shikishima; Birgit Spinath; Lee A Thompson; Tatiana N Tikhomirova; Maria G Tosto; Richard Tremblay; Frank Vitaro
Journal:  Pers Individ Dif       Date:  2015-07

3.  The genetic and environmental effects on school grades in late childhood and adolescence.

Authors:  Eike Friederike Eifler; Alexandra Starr; Rainer Riemann
Journal:  PLoS One       Date:  2019-12-31       Impact factor: 3.240

  3 in total

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