ISSN 0439-755X
CN 11-1911/B

心理学报 ›› 2018, Vol. 50 ›› Issue (9): 1007-1017.doi: 10.3724/SP.J.1041.2018.01007

• 研究报告 • 上一篇    下一篇

BDNF基因rs6265多态性与父母教育卷入对小学儿童基本数学能力的交互作用 *

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. 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:

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

ZHANG Mingliang1,2, SI Jiwei1(), YANG Weixing1, XING Shufen3, LI Hongxia1, ZHANG Jiajia1   

  1. 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:2017-07-07 Online:2018-09-15 Published:2018-07-27


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。

关键词: BDNF基因rs6265多态性, 数学能力, 父母教育卷入, 基因与环境交互作用, 小学儿童


Mathematics is an essential subject related to many fields such as science, engineering, economics, and medicine, which are of great and increasing importance for the development of modern society. In recent years, many studies using quantitative genetics, which adopted the twin-study design, were conducted to identify the heritability of performance related to mathematical ability and disability. Although the underlying mechanism is poorly understood, the qualitative behavioral genetics study demonstrated that mathematical abilities are moderately heritable. However, extant evidence was mainly obtained from quantitative genetic research, solely reported by a few molecular genetic studies, which specifically investigated mathematical ability or disability. To the best of our knowledge, till date, only a single molecular genetic study has investigated the effect of the gene (G) × environment (E) interactions on mathematical ability in children. The present study was designed to extend the previous research by examining the effect of the interaction between brain-derived neurotrophic factor (BDNF) gene rs6265 polymorphism and parent-involved education (PIE) on the basic mathematical ability in primary school children. Further, we assessed these two competing models, the classic diathesis-stress model vs. the newly developed differential susceptibility model.
Primary school (PS) children (n = 602, male = 297, female = 305) from 23 classes ranging from grade-3 to grade-6 were included in the study. Their basic mathematical ability was assessed using the Chinese rating scale of pupil’s mathematical abilities and PIE was examined by employing a behavior questionnaire of pupil’s PIE (version answered by parents). The genomic DNA of PS children was extracted from their saliva samples. Genotyping of these DNA samples to identify rs6265 polymorphism in BDNF was performed using real-time PCR with MassARRAY RT software version and analyzed using MassARRAY typer software version 4.0. A series of linear regression statistical analyses were conducted using statistical package for social sciences software version 19.0. Further, re-parameterized regression models were constructed to examine the effect of the interaction between BDNF rs6265 polymorphism and PIE on basic mathematical ability in PS children using the two potential competing G × E hypotheses.
In this study, we obtained three major results, which are as follows: (1) BDNF rs6265 polymorphism was significantly associated with logical thinking (LT) and spatial vision (SV) abilities in PS children. Especially, PS children carrying the AA genotype exhibited a better performance of LT and SV abilities compared to PS children carrying the G allele. (2) The interaction between rs6265 polymorphism and PIE substantially predicted LT and SV abilities in PS children. The PIE behavior positively predicted LT and SV abilities among PS children carrying the G allele but not the AA genotype. (3) The indexes in re-parameterized regression models supported the strong diathesis-stress model.
In conclusion, by elaborating the moderating effect of PIE, the present study enriches the literature on the association between BDNF rs6265 polymorphism and basic mathematical ability in PS children. This study expands our knowledge regarding the G × E underpinnings of basic mathematical ability and the novel as well as newly developed methods, which are proving to be highly efficient and legitimate.

Key words: BDNF gene rs6265 polymorphism, mathematical abilities, parent-involved education, gene × environment interaction;, primary school children