Change by challenge: A common genetic basis behind childhood cognitive development and cognitive training

Abstract The interplay of genetic and environmental factors behind cognitive development has preoccupied multiple fields of science and sparked heated debates over the decades. Here we tested the hypothesis that developmental genes rely heavily on cognitive challenges—as opposed to natural maturatio...

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Autores principales:	Bruno Sauce, John Wiedenhoeft, Nicholas Judd, Torkel Klingberg
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
Acceso en línea:	https://doaj.org/article/7f27a43d6a074f9586c480ced9d58953
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spelling	oai:doaj.org-article:7f27a43d6a074f9586c480ced9d589532021-12-02T18:24:51ZChange by challenge: A common genetic basis behind childhood cognitive development and cognitive training10.1038/s41539-021-00096-62056-7936https://doaj.org/article/7f27a43d6a074f9586c480ced9d589532021-06-01T00:00:00Zhttps://doi.org/10.1038/s41539-021-00096-6https://doaj.org/toc/2056-7936Abstract The interplay of genetic and environmental factors behind cognitive development has preoccupied multiple fields of science and sparked heated debates over the decades. Here we tested the hypothesis that developmental genes rely heavily on cognitive challenges—as opposed to natural maturation. Starting with a polygenic score (cogPGS) that previously explained variation in cognitive performance in adults, we estimated its effect in 344 children and adolescents (mean age of 12 years old, ranging from 6 to 25) who showed changes in working memory (WM) in two distinct samples: (1) a developmental sample showing significant WM gains after 2 years of typical, age-related development, and (2) a training sample showing significant, experimentally-induced WM gains after 25 days of an intense WM training. We found that the same genetic factor, cogPGS, significantly explained the amount of WM gain in both samples. And there was no interaction of cogPGS with sample, suggesting that those genetic factors are neutral to whether the WM gains came from development or training. These results represent evidence that cognitive challenges are a central piece in the gene-environment interplay during cognitive development. We believe our study sheds new light on previous findings of interindividual differences in education (rich-get-richer and compensation effects), brain plasticity in children, and the heritability increase of intelligence across the lifespan.Bruno SauceJohn WiedenhoeftNicholas JuddTorkel KlingbergNature PortfolioarticleSpecial aspects of educationLC8-6691Neurosciences. Biological psychiatry. NeuropsychiatryRC321-571ENnpj Science of Learning, Vol 6, Iss 1, Pp 1-7 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
spellingShingle	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 Bruno Sauce John Wiedenhoeft Nicholas Judd Torkel Klingberg Change by challenge: A common genetic basis behind childhood cognitive development and cognitive training
description	Abstract The interplay of genetic and environmental factors behind cognitive development has preoccupied multiple fields of science and sparked heated debates over the decades. Here we tested the hypothesis that developmental genes rely heavily on cognitive challenges—as opposed to natural maturation. Starting with a polygenic score (cogPGS) that previously explained variation in cognitive performance in adults, we estimated its effect in 344 children and adolescents (mean age of 12 years old, ranging from 6 to 25) who showed changes in working memory (WM) in two distinct samples: (1) a developmental sample showing significant WM gains after 2 years of typical, age-related development, and (2) a training sample showing significant, experimentally-induced WM gains after 25 days of an intense WM training. We found that the same genetic factor, cogPGS, significantly explained the amount of WM gain in both samples. And there was no interaction of cogPGS with sample, suggesting that those genetic factors are neutral to whether the WM gains came from development or training. These results represent evidence that cognitive challenges are a central piece in the gene-environment interplay during cognitive development. We believe our study sheds new light on previous findings of interindividual differences in education (rich-get-richer and compensation effects), brain plasticity in children, and the heritability increase of intelligence across the lifespan.
format	article
author	Bruno Sauce John Wiedenhoeft Nicholas Judd Torkel Klingberg
author_facet	Bruno Sauce John Wiedenhoeft Nicholas Judd Torkel Klingberg
author_sort	Bruno Sauce
title	Change by challenge: A common genetic basis behind childhood cognitive development and cognitive training
title_short	Change by challenge: A common genetic basis behind childhood cognitive development and cognitive training
title_full	Change by challenge: A common genetic basis behind childhood cognitive development and cognitive training
title_fullStr	Change by challenge: A common genetic basis behind childhood cognitive development and cognitive training
title_full_unstemmed	Change by challenge: A common genetic basis behind childhood cognitive development and cognitive training
title_sort	change by challenge: a common genetic basis behind childhood cognitive development and cognitive training
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/7f27a43d6a074f9586c480ced9d58953
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Change by challenge: A common genetic basis behind childhood cognitive development and cognitive training

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