Genetic -

            There has been a lot reported on the effects of genetics on children's learning potential associated with the work of Plomin. In his book on  "Blueprint: How D.NA. Makes Us What We Are "  he explains the research he has undertaken with identical and fraternal twins, especially twins who were adopted by different families, illustrates that the twins share more  characteristics with the natural parents than their adopted ones. 

  Genetics explains the differences in children attainment. Certain single genes can have effect on certain conditions, while most come from  cocktail of xx eness. Sue Garthcole et Al in the Institutee of the Brain in Cambridge University has 

Plomin argues that there is nothing special about conditions like dyslexia. It is just a genetic variation. It could be argued that there are children with borderline dyslexia, which will not be diagnosed as dyslexia.

     The interesting claim by Plomin is that there is a natural tendency for genetic to revert back to average. Two tall parents may not necessarily have tall children. He argues that the most talented children often arise from parents of average capability.

  The other interesting claim is that formal education increases the genetic effect upon learning rather than close it. This raises the extent that it possible to enable those with low learning to potential to catch up. The genetic influence on performance is around 40% to 50%.

  Most important is the fact that half the population will always be average in terms of educational attainment.  Those with the highest and lowest potential will be as rare of essential tall or small people. The distribution conforms to the standard distribution curve. 10% of the population are at highest level and 10% of the lowest level.

  Genetics also suggest that talent tends to be across the educational fields.