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Author: Cleveland, Hobart Harrington

Resulting in 5 citations.

1.	Cleveland, Hobart Harrington Jacobson, Kristen C. Lipinski, John J. Rowe, David C.
1.	Genetic and Shared Environmental Contributions to the Relationship between the Home Environment and Child and Adolescent Achievement Intelligence 28,1 (February 2000): 69-86. Also: http://www.sciencedirect.com/science/article/pii/S016028969900029X Cohort(s): Children of the NLSY79 Publisher: Elsevier Keyword(s): Genetics; Home Observation for Measurement of Environment (HOME); Modeling; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Siblings The present study used prospective data to examine the relationship between the family environment (as measured by the Home Observation for Measurement of the Environment-Short Form [HOME-SF]) and child and adolescent achievement, and to determine the genetic and environmental contributions to this relationship. Data are from 2108 full- and half-sibling pairs from the National Longitudinal Survey of Youth Child data set (NLSY-Child). The average age of participants was 11.9 for older siblings (SD = 3.0) and 8.2 for younger siblings (SD = 2.8). The structural equation modeling program, Mx, was used to obtain the most precise estimates of genetic and environmental contributions to variation in the HOME-SF, variation in achievement, and to the covariation between the HOME-SF and achievement. According to the best-fitting, most parsimonious model, common genetic factors explained approximately one-quarter of the correlation between the HOME-SF and achievement, whereas common shared environmental factors explained the majority (75%) of this relationship. Genetic influences also accounted for over one-third of the variation in both the HOME-SF and achievement. Shared environmental influences explained 35% and 50% of the variation in achievement and the HOME-SF, respectively. The discussion mentions possible mechanisms by which genetic and environmental factors exert their influence on the relationship between the HOME-SF and achievement.
	Bibliography Citation Cleveland, Hobart Harrington, Kristen C. Jacobson, John J. Lipinski and David C. Rowe. "Genetic and Shared Environmental Contributions to the Relationship between the Home Environment and Child and Adolescent Achievement." Intelligence 28,1 (February 2000): 69-86.

2.	Cleveland, Hobart Harrington Wiebe, Richard P. van den Oord, Edwin J. C. G. Rowe, David C.
2.	Behavior Problems among Children from Different Family Structures: The Influence of Genetic Self-Selection Child Development 71,3 (May/June 2000): 733-751. Also: http://onlinelibrary.wiley.com/doi/10.1111/1467-8624.00182/abstract Cohort(s): Children of the NLSY79 Publisher: Blackwell Publishing, Inc. => Wiley Online Keyword(s): Behavior Problems Index (BPI); Behavioral Problems; Children, Adjustment Problems; Children, Behavioral Development; Family Models; Genetics; Modeling; Siblings To examine both genetic and environmental influences on children's behavior problems in households defined by marital status and sibling relatedness, this study applied behavioral genetic methodology to four groups totalling 1524 sibling pairs drawn from 796 households: (1) two-parent full siblings, (2) two-parent half siblings, (3) mother-only full siblings, and (4) mother-only half siblings. Model-fitting procedures found that within-group variation on four subscales from the Behavior Problems Index was best explained by a model including both genetic and shared environmental factors. This model was then fit to the behavior problems means of the four groups. Its successful fit to these mean structures suggested that mean-level differences between groups were explained with the same influences that accounted for within-group variation. Genetic influences accounted for 81% to 94% of the mean-level difference in behavior problems between the two-parent, full sibling and the mother-only, half sibling groups. In contrast, shared environmental influences accounted for 67% to 88% of the mean-level difference in behavior problems between the two-parent, full sibling and mother-only, full sibling groups. The genetic influences are interpreted in terms of genetic self-selection into family structures.
	Bibliography Citation Cleveland, Hobart Harrington, Richard P. Wiebe, Edwin J. C. G. van den Oord and David C. Rowe. "Behavior Problems among Children from Different Family Structures: The Influence of Genetic Self-Selection ." Child Development 71,3 (May/June 2000): 733-751.

3.	Rodgers, Joseph Lee Cleveland, Hobart Harrington van den Oord, Edwin J. C. G. Rowe, David C.
3.	Birth Order and Intelligence: Together Again for the Last Time? American Psychologist 56,6-7 (June-July 2001): 523-524. Also: http://content.apa.org/journals/amp/56/6-7/523.pdf Cohort(s): Children of the NLSY79 Publisher: American Psychological Association (APA) Keyword(s): Birth Order; Digit Span (also see Memory for Digit Span - WISC); Family Size; I.Q.; Intelligence Responds to comments by R. L. Michalski and T. K. Shackelford (see record 2001-17729-012), D. J. Armor (see record 2001-17729-013), and R. B. Zajonc (see record 2001-17729-014) on the authors' original article (see record 2000-15774-002) that examines the use of within-family models in studies of the relationship between birth order and intelligence. In the aforementioned article, the authors concluded that although low-IQ parents have been making large families, large families do not make low-IQ children in modern US society. In this comment, the authors note that none of the comments do any ultimate damage to the methodological resolution proposed in their original article. (PsycINFO Database Record (c) 2007 APA, all rights reserved)
	Bibliography Citation Rodgers, Joseph Lee, Hobart Harrington Cleveland, Edwin J. C. G. van den Oord and David C. Rowe. "Birth Order and Intelligence: Together Again for the Last Time? ." American Psychologist 56,6-7 (June-July 2001): 523-524.

4.	Rodgers, Joseph Lee Cleveland, Hobart Harrington van den Oord, Edwin J. C. G. Rowe, David C.
4.	Resolving the Debate Over Birth Order, Family Size, and Intelligence American Psychologist 55,6 (June 2000): 599-612 Cohort(s): Children of the NLSY79 Publisher: American Psychological Association (APA) Keyword(s): Armed Forces Qualifications Test (AFQT); Birth Order; Family Size; Family Studies; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Siblings Hundreds of research articles have addressed the relationship between birth order and intelligence. Virtually all have used cross-sectional data, which are fundamentally flawed in the assessment of within-family (including birth order) processes. Although within-family models have been based on patterns in cross-sectional data, a number of equally plausible between-family explanations also exist. Within-family (preferably intact-family) data are prerequisite for separating within- and between-family causal processes. This observation reframes an old issue in a way that can easily be addressed by studying graphical patterns. Sibling data from the National Longitudinal Survey of Youth are evaluated, and the results are compared with those from other studies using within-family data. It appears that although low-IQ parents have been making large families, large families do not make low-IQ children in modern U.S. society. The apparent relation between birth order and intelligence has been a methodological illusion.
	Bibliography Citation Rodgers, Joseph Lee, Hobart Harrington Cleveland, Edwin J. C. G. van den Oord and David C. Rowe. "Resolving the Debate Over Birth Order, Family Size, and Intelligence." American Psychologist 55,6 (June 2000): 599-612.

5.	Rowe, David C. Cleveland, Hobart Harrington
5.	Academic Achievement in Blacks and Whites: Are the Developmental Processes Similar? Intelligence 23,3 (November-December 1996): 205-228. Also: http://www.sciencedirect.com/science/article/pii/S0160289696900045 Cohort(s): NLSY79 Publisher: Elsevier Keyword(s): Black Studies; Child Development; Educational Attainment; Genetics; Intelligence; Pairs (also see Siblings); Racial Differences; Racial Studies; Siblings Genetic and environmental influences on academic achievement were investigated in four groups of siblings: (1) White full siblings, (2) White half-siblings, (3) Black full siblings, and (4) Black half-siblings. Our expectation was that the variances and covariances among three achievement tests would have the same structure across the four groups. This expectation was confirmed by a quantitative genetic model that imposed equal factor loadings across groups. This best fitting model had two factors: a Genetic factor representing genetic variation and a Shared Environment factor representing environmental differences among families. Reading recognition, reading comprehension, and mathematics tests all loaded on the Genetic factor, but primarily mathematics loaded on the Shared Environment factor. The quantitative genetic model was next fit to the achievement test means. Its successful fit suggested that the genetic and environmental influences involved in producing individual variation were the same as those producing the group-mean differences. In this sample, genes accounted for 66% to 74% of the observed group difference in verbal achievement and 36% of the difference in mathematics achievement. Shared environment accounted for the remainder, 34% to 26% of the difference in verbal achievement and 64% of that in mathematics achievement.
	Bibliography Citation Rowe, David C. and Hobart Harrington Cleveland. "Academic Achievement in Blacks and Whites: Are the Developmental Processes Similar? ." Intelligence 23,3 (November-December 1996): 205-228.

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