英语翻译Our findings indicate that there are substantial child effects on the effort required to teach individual children.This was demonstrated in three ways.First,variation in teacher effort was shown to be a function of variation among heritab

英语翻译Our findings indicate that there are substantial child effects on the effort required to teach individual children.This was demonstrated in three ways.First,variation in teacher effort was shown to be a function of variation among heritab
英语翻译
Our findings indicate that there are substantial child effects on the effort required to teach individual children.This was demonstrated in three ways.First,variation in teacher effort was shown to be a function of variation among heritable child characteristics.Second,children’s challenging behavior,assessed when entering primary school,significantly predicted the effort required to teach the same children in secondary school.Third,such challenging child behavior and the effort required to teach a child appear to share a common genetic etiology.We ruled out two potential methodological artifacts:First,significant child effects remained even when we examined twins rated by different teachers.Second,the measure of challenging child behavior represented a composite of several raters (early teachers,parents,and researchers),which suggests that this composite likely represents stable aspects of the child’s behavior,rather than context-specific behavior.

英语翻译Our findings indicate that there are substantial child effects on the effort required to teach individual children.This was demonstrated in three ways.First,variation in teacher effort was shown to be a function of variation among heritab
我们的研究结果表明,教育每个孩子所需要的努力很大程度上受孩子自身因素的影响（孩子效应）.这体现在三个方面.首先,教师努力程度的不同被证明是孩子遗传特征作用的结果.其次,在进入小学时被评估的孩子的挑战行为,显着的预测出,到了中学是教同一孩子所需的努力.第三,这种具有挑战性的孩子行为和教孩子所需的努力似乎都有一个共同的遗传学原因.我们排除了两个潜在的方法论典型错误：第一,孩子效应在双胞胎中也存在,实验中他们（的挑战行为）是不同的老师评估的.二,具有挑战性的孩子行为的度量,是取自几个评价者复合（孩子早期的教师,父母和研究人员）,这表明这种综合评价可能代表孩子行为的稳定方面,而不是特定环境中的行为.