Evidence for specificity of polygenic contributions to attainment in English, maths and science during adolescence

Abstract How well one does at school is predictive of a wide range of important cognitive, socioeconomic, and health outcomes. The last few years have shown marked advancement in our understanding of the genetic contributions to, and correlations with, academic attainment. However, there exists a ga...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Georgina Donati, Iroise Dumontheil, Oliver Pain, Kathryn Asbury, Emma L. Meaburn
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/a23db654804949a2b833532c02084feb
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:a23db654804949a2b833532c02084feb
record_format	dspace
spelling	oai:doaj.org-article:a23db654804949a2b833532c02084feb2021-12-02T14:21:59ZEvidence for specificity of polygenic contributions to attainment in English, maths and science during adolescence10.1038/s41598-021-82877-y2045-2322https://doaj.org/article/a23db654804949a2b833532c02084feb2021-02-01T00:00:00Zhttps://doi.org/10.1038/s41598-021-82877-yhttps://doaj.org/toc/2045-2322Abstract How well one does at school is predictive of a wide range of important cognitive, socioeconomic, and health outcomes. The last few years have shown marked advancement in our understanding of the genetic contributions to, and correlations with, academic attainment. However, there exists a gap in our understanding of the specificity of genetic associations with performance in academic subjects during adolescence, a critical developmental period. To address this, the Avon Longitudinal Study of Parents and Children was used to conduct genome-wide association studies of standardised national English (N = 5983), maths (N = 6017) and science (N = 6089) tests. High SNP-based heritabilities (h2 SNP) for all subjects were found (41–53%). Further, h2 SNP for maths and science remained after removing shared variance between subjects or IQ (N = 3197–5895). One genome-wide significant single nucleotide polymorphism (rs952964, p = 4.86 × 10–8) and four gene-level associations with science attainment (MEF2C, BRINP1, S100A1 and S100A13) were identified. Rs952964 remained significant after removing the variance shared between academic subjects. The findings highlight the benefits of using environmentally homogeneous samples for genetic analyses and indicate that finer-grained phenotyping will help build more specific biological models of variance in learning processes and abilities.Georgina DonatiIroise DumontheilOliver PainKathryn AsburyEmma L. MeaburnNature PortfolioarticleMedicineRScienceQENScientific Reports, Vol 11, Iss 1, Pp 1-11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Georgina Donati Iroise Dumontheil Oliver Pain Kathryn Asbury Emma L. Meaburn Evidence for specificity of polygenic contributions to attainment in English, maths and science during adolescence
description	Abstract How well one does at school is predictive of a wide range of important cognitive, socioeconomic, and health outcomes. The last few years have shown marked advancement in our understanding of the genetic contributions to, and correlations with, academic attainment. However, there exists a gap in our understanding of the specificity of genetic associations with performance in academic subjects during adolescence, a critical developmental period. To address this, the Avon Longitudinal Study of Parents and Children was used to conduct genome-wide association studies of standardised national English (N = 5983), maths (N = 6017) and science (N = 6089) tests. High SNP-based heritabilities (h2 SNP) for all subjects were found (41–53%). Further, h2 SNP for maths and science remained after removing shared variance between subjects or IQ (N = 3197–5895). One genome-wide significant single nucleotide polymorphism (rs952964, p = 4.86 × 10–8) and four gene-level associations with science attainment (MEF2C, BRINP1, S100A1 and S100A13) were identified. Rs952964 remained significant after removing the variance shared between academic subjects. The findings highlight the benefits of using environmentally homogeneous samples for genetic analyses and indicate that finer-grained phenotyping will help build more specific biological models of variance in learning processes and abilities.
format	article
author	Georgina Donati Iroise Dumontheil Oliver Pain Kathryn Asbury Emma L. Meaburn
author_facet	Georgina Donati Iroise Dumontheil Oliver Pain Kathryn Asbury Emma L. Meaburn
author_sort	Georgina Donati
title	Evidence for specificity of polygenic contributions to attainment in English, maths and science during adolescence
title_short	Evidence for specificity of polygenic contributions to attainment in English, maths and science during adolescence
title_full	Evidence for specificity of polygenic contributions to attainment in English, maths and science during adolescence
title_fullStr	Evidence for specificity of polygenic contributions to attainment in English, maths and science during adolescence
title_full_unstemmed	Evidence for specificity of polygenic contributions to attainment in English, maths and science during adolescence
title_sort	evidence for specificity of polygenic contributions to attainment in english, maths and science during adolescence
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/a23db654804949a2b833532c02084feb
work_keys_str_mv	AT georginadonati evidenceforspecificityofpolygeniccontributionstoattainmentinenglishmathsandscienceduringadolescence AT iroisedumontheil evidenceforspecificityofpolygeniccontributionstoattainmentinenglishmathsandscienceduringadolescence AT oliverpain evidenceforspecificityofpolygeniccontributionstoattainmentinenglishmathsandscienceduringadolescence AT kathrynasbury evidenceforspecificityofpolygeniccontributionstoattainmentinenglishmathsandscienceduringadolescence AT emmalmeaburn evidenceforspecificityofpolygeniccontributionstoattainmentinenglishmathsandscienceduringadolescence
_version_	1718391506303188992

Evidence for specificity of polygenic contributions to attainment in English, maths and science during adolescence

Ejemplares similares