Table 1 Descriptive statistics

From: How specific is second language-learning ability? A twin study exploring the contributions of first language achievement and intelligence to second language achievement

 

N

Whole sample

Male

Female

MZm

DZm

MZf

DZf

DZos

Sex

Zyg

Sex × Zyg

R2

GCSE English

12 099

8.91 (1.21)

8.69 (1.26)

9.12 (1.14)

8.65 (1.27)

8.75 (1.20)

9.06 (1.13)

9.12 (1.15)

8.92 (1.23)

38.57**

3.09

0.01

0.01

GCSE SL

6896

8.82 (1.42)

8.62 (1.50)

8.96 (1.34)

8.56 (1.51)

8.70 (1.51)

8.91 (1.34)

8.98 (1.33)

8.83 (1.42)

43.45**

3.01

0.8

0.01

Intelligence

4481

0.00 (0.99)

0.05 (1.01)

−0.03 (0.98)

0.00 (0.98)

0.07 (1.05)

−0.08 (0.98)

−0.05 (1.00)

0.06 (0.99)

6.1*

6.48*

0.01

<0.01

  1. Abbreviations: ANOVA, analysis of variance; DZ, dizygotic; f, female; GCSE, General Certificate of Secondary Education; m, male; MZ, monozygotic; N, sample size after exclusions (individuals); os, opposite sex; SL, second language; Zyg, zygosity.
  2. Mean (s.d.'s) for GCSE English, GCSE SL grade, and intelligence.
  3. Note: The maximum GCSE grade is 11 and the minimum grade is 4, representing grades A* to G. ANOVAs were conducted by selecting randomly one twin per pair testing the main effect of sex and zygosity, and the interaction between them. Results=F statistics, R2= proportion of variance explained; *P<0.05; **P<0.01.
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