for example by seeking out different environments. Shared family environment Family members have aspects of environments in common (for example, characteristics of the home). This shared family environment accounts for 0.25–0.35 of the variation in IQ in childhood. By late adolescence, it is quite low (zero in some studies). The effect for several other psychological traits is similar. These studies have not looked at the effects of extreme environments, such as in abusive families. Gene-environment interaction David Rowe reported an interaction of genetic effects with socioeconomic status, such that the heritability was high in high-SES families, but much lower in low-SES families. In the US, this has been replicated in infants, children, adolescents, and adults. Outside the US, studies show no link between heritability and SES. Some effects may even reverse sign outside the US. Dickens and Flynn (2001) have argued that genes for high IQ initiate an environment-shaping feedback cycle, with genetic effects causing bright children to seek out more stimulating environments that then further increase their IQ. In Dickens' model, environment effects are modeled as decaying over time. In this model, the Flynn effect can be explained by an increase in environmental stimulation independent of it being sought out by individuals. The authors suggest that programs aiming to increase IQ would be most likely to produce long-term IQ gains if they enduringly raised children's drive to seek out cognitively demanding experiences. See also Outline of human intelligence Psychology of religion Relationship between religion and science References Further reading Factors related to intelligence Religion and science