This twin study examined how family socioeconomic status (SES) and home literacy environment (HLE) contributes to Chinese language and reading skills. It included 312 Chinese twin pairs aged 3 to 11. Children were individually administered tasks of Chinese word reading, receptive vocabulary and reading‐related cognitive skills, and nonverbal reasoning ability. Information on home environment was collected through parent‐reported questionnaires. Results showed that SES and HLE mediated shared environmental influences but did not moderate genetic influences on general language and reading abilities. Also, SES and HLE mediated shared environmental contributions to receptive vocabulary and syllable and rhyme awareness, but not orthographic skills. The findings of this study add to past twin studies that focused on alphabetic languages, suggesting that these links could be universal across languages. They also extend existing findings on SES and HLE's contributions to reading‐related cognitive skills. 相似文献
Setting defaults is an effective nudge, but few studies have examined situations where individuals can select their own default settings. Past research suggests that even when the final outcome is identical, observers perceive stronger signals from choices that switch from, rather than stay with, the default. In five experiments using hypothetical scenarios and an incentivized economic game, we test whether decision-makers driven by image concerns could strategically exploit that asymmetric signal. We found that in the presence of observers, participants were more likely to self-select into defaults that require them to switch to enhance a positive signal and into defaults that require them to stay to attenuate a negative signal. Our results support the framework of choice architecture as an implicit social interaction, and have potential implications for behavioral interventions in real-world settings.
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