The MacArthur-Bates Communicative Development Inventories: updates from the CDI Advisory Board

por Marchman, Virginia A., Dale, Philip S.
Publicado 2023

No Genetic Influence for Childhood Behavior Problems From DNA Analysis

por Trzaskowski, Maciej, Dale, Philip S., Plomin, Robert
Publicado 2013

Developmental Language Disorder and Psychopathology: Disentangling Shared Genetic and Environmental Influences

por Toseeb, Umar, Oginni, Olakunle Ayokunmi, Dale, Philip S.
Publicado 2021

The Etiology of Science Performance: Decreasing Heritability and Increasing Importance of the Shared Environment From 9 to 12 Years of Age

por Haworth, Claire M A, Dale, Philip S, Plomin, Robert
Publicado 2009

Word Reading Fluency: Role of Genome-Wide Single-Nucleotide Polymorphisms in Developmental Stability and Correlations With Print Exposure

por Harlaar, Nicole, Dale, Philip S., Trzaskowski, Maciej, Plomin, Robert
Publicado 2014

Language Impairment From 4 to 12 Years: Prediction and Etiology

por Hayiou-Thomas, Marianna E., Dale, Philip S., Plomin, Robert
Publicado 2014

Pleiotropy across academic subjects at the end of compulsory education

por Rimfeld, Kaili, Kovas, Yulia, Dale, Philip S., Plomin, Robert
Publicado 2015

Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance

por von Stumm, Sophie, Rimfeld, Kaili, Dale, Philip S., Plomin, Robert
Publicado 2020

Added Value Measures in Education Show Genetic as Well as Environmental Influence

por Haworth, Claire M. A., Asbury, Kathryn, Dale, Philip S., Plomin, Robert
Publicado 2011

Genetics affects choice of academic subjects as well as achievement

por Rimfeld, Kaili, Ayorech, Ziada, Dale, Philip S., Kovas, Yulia, Plomin, Robert
Publicado 2016

Why does parental language input style predict child language development? A twin study of gene–environment correlation

por Dale, Philip S., Tosto, Maria Grazia, Hayiou-Thomas, Marianna E., Plomin, Robert
Publicado 2015

Illusory Recovery: Are Recovered Children With Early Language Delay at Continuing Elevated Risk?

por Dale, Philip S., McMillan, Andrew J., Hayiou-Thomas, Marianna E., Plomin, Robert
Publicado 2014

The genetics of university success

por Smith-Woolley, Emily, Ayorech, Ziada, Dale, Philip S., von Stumm, Sophie, Plomin, Robert
Publicado 2018

Literacy and Numeracy Are More Heritable Than Intelligence in Primary School

por Kovas, Yulia, Voronin, Ivan, Kaydalov, Andrey, Malykh, Sergey B., Dale, Philip S., Plomin, Robert
Publicado 2013

The stability of educational achievement across school years is largely explained by genetic factors

por Rimfeld, Kaili, Malanchini, Margherita, Krapohl, Eva, Hannigan, Laurie J., Dale, Philip S., Plomin, Robert
Publicado 2018

The developmental genetic architecture of vocabulary skills during the first three years of life: Capturing emerging associations with later-life reading and cognition

por Verhoef, Ellen, Shapland, Chin Yang, Fisher, Simon E., Dale, Philip S., St Pourcain, Beate
Publicado 2021

Sustained effects of an early childhood language and literacy intervention through second grade: Longitudinal findings of the SPELL trial in Denmark

por Bleses, Dorthe, Dale, Philip S., Justice, Laura, Højen, Anders, Vind, Benedicte D., Jiang, Hui
Publicado 2021

Socioeconomic Status (SES) and Children's Intelligence (IQ): In a UK-Representative Sample SES Moderates the Environmental, Not Genetic, Effect on IQ

por Hanscombe, Ken B., Trzaskowski, Maciej, Haworth, Claire M. A., Davis, Oliver S. P., Dale, Philip S., Plomin, Robert
Publicado 2012

The Genetic Architecture of Oral Language, Reading Fluency, and Reading Comprehension: A Twin Study From 7 to 16 Years

por Tosto, Maria G., Hayiou-Thomas, Marianna E., Harlaar, Nicole, Prom-Wormley, Elizabeth, Dale, Philip S., Plomin, Robert
Publicado 2017