ERIC Number: ED027060
Record Type: RIE
Publication Date: 1963-Apr
Reference Count: 0
An Investigation of Similarities in Parent-Child Test Scores for Evidence of Hereditary Components.
Stafford, Richard E.
This study on psychological traits examines three hypotheses: (1) there is a similarity between parents and their children unexplained by a similarity between the parents, (2) this similarity may be explained by hereditary components, and (3) these hereditary components are of the discrete or segregated type of inheritance. There were 104 families selected. Included in the study were the fathers, the mothers, and 58 teenage sons, and 72 teenage daughters. They were given eight psychological tests. In the 58 tests of the first hypothesis, word association was the only variable which did not show significant similarity between parent and child. In regard to the last part of the hypothesis, English vocabulary and height were the only factors which showed a significant correlation between father and mother. The second hypothesis was accepted because spatial visualization and reasoning ability showed a unique family correlation pattern. In the third hypothesis, only perceptual speed and musical aptitude clearly fulfilled the requirement that the best fits to the autosomal genetic model were approximately same percentages for the father-son distribution of scores as they were for the mother-daughter scores. Inductive reasoning showed a possibility of having an underlying dichotomy, but none of the remaining variables showed any evidence of underlying dichotomy for both father-son and mother-daughter distribution.s (DO)
Descriptors: Adolescents, Arithmetic, Association (Psychology), Auditory Discrimination, Concept Formation, Correlation, Fathers, Heredity, Mothers, Parent Child Relationship, Parents, Personality Development, Psychological Characteristics, Psychological Patterns, Psychological Studies, Psychological Testing, Spelling, Symbolic Learning, Vocabulary
Publication Type: N/A
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.; Edward R. Johnstone Training and Research Center, Bordentown, NJ.
Authoring Institution: Princeton Univ., NJ. Dept. of Psychology.
Identifiers: Dichotomic Analysis