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Subsequent academic publications include demonstrating the existence of two separate forms of dyslexia, underpinned by distinct genes,[3] and, subsequently, demonstrating that the genes associated with dyslexia are also linked to normal variation in reading ability.[4] This work lead to searches for specific genes involved in reading and language.[5][6]
With Caroline Rae, Bates showed that creatine supports cognitive function – finding that creatine supplements in vegans substantially increased their cognitive ability and working memory by comparison with placebo. This supported a literal 'mental energy' model of intelligence, first postulated by Charles Spearman. In his work with the late Hans Eysenck and subsequently with Con Stough on the role of basic information processing speed in human intelligence, he used ERP complexity measures to argue for a modification to the Hendrickson and Hendrickson error[8] or "string theory" (so named as pins and string were used to make the measurements of EEG output) model of ability, to include a controlling role of attention.[9][10] In related work on reaction time, he introduced a novel modification to the Jensen box, again controlling the role of attention in this task, and suggesting that under these conditions, intelligence is, as Arthur Jensen proposed, related to the rate of information processing defined in Fitts Law and using Claude Shannon's information metrics.[11]
At the University of Edinburgh he has investigated individual differences in intelligence, memory,[12] and the genetic and environmental influences on social behaviours, such as coalition affiliation,[13] politics,[14] and altruism.[15] Working with Ian Deary, Paul Irwing, and Geoff Derr, he reported evidence for substantial gender differences in intelligence in the form of much larger variance amongst males than amongst females, with more boys and men scoring in both the extreme high range, and in the extreme low range.[16]
^"Timothy Bates – Psychology". School of Philosophy, Psychology and Language Sciences. University of Edinburgh. Retrieved 20 July 2011.
^Bates, Timothy (1993). Psychometric & psychophysiological measures for schizotypy, creativity & psychoticism (Doctoral thesis). ResearchSpace@Auckland, University of Auckland. hdl:2292/56158.
^Bates, Timothy C.; Castles, Anne; Luciano, Michelle; Wright, Margaret J.; Coltheart, Max; Martin, Nicholas G. (2006). "Genetic and environmental bases of reading and spelling: A unified genetic dual route model". Reading and Writing. 20 (1–2): 147–171. doi:10.1007/s11145-006-9022-1. S2CID17016723.
^Bates TC, Luciano M, Medland SE, Montgomery GW, Wright MJ, Martin NG (January 2011). "Genetic variance in a component of the language acquisition device: ROBO1 polymorphisms associated with phonological buffer deficits". Behavior Genetics. 41 (1): 50–7. doi:10.1007/s10519-010-9402-9. PMID20949370. S2CID13129473.
^Hendrickson, Donna E.; Hendrickson, Alan E. (1980). "The biological basis of individual differences in intelligence". Personality and Individual Differences. 1: 3–33. doi:10.1016/0191-8869(80)90003-3.
^Bates, T (1995). "Intelligence and complexity of the averaged evoked potential: An attentional theory". Intelligence. 20: 27–39. doi:10.1016/0160-2896(95)90004-7.
^Bates, T (1998). "Improved reaction time method, information processing speed, and intelligence". Intelligence. 26: 53–62. doi:10.1016/S0160-2896(99)80052-X.
^Deary, I; Irwing, P; Der, G; Bates, T (2007). "Brother–sister differences in the g factor in intelligence: Analysis of full, opposite-sex siblings from the NLSY1979". Intelligence. 35 (5): 451–456. doi:10.1016/j.intell.2006.09.003.
