ArticleBehavior genetics2013
DNA evidence for strong genome-wide pleiotropy of cognitive and learning abilities.
Article in Behavior genetics, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 45 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
45 citing papers in PubMed.
- Non-cognitive skills mediate education-related polygenic score associations with academic achievement across development.Nature communications · 2026Article
- A genetic common factor underlying self-reported math ability and highest math class taken.Molecular psychiatry · 2025Article
- The Genetic Specificity of Cognitive Tests After Controlling for General Cognitive Ability.Behavior genetics · 2025Article
- Gene-environment correlation: the role of family environment in academic development.Molecular psychiatry · 2025Article
- From genetic disposition to academic achievement: The mediating role of non-cognitive skills across development.bioRxiv : the preprint server for biology · 2025Article
- Adaptation in the Alleyways: Candidate Genes Under Potential Selection in Urban Coyotes.Genome biology and evolution · 2025Article
- Genome-wide association study of population-standardised cognitive performance phenotypes in a rural South African community.Communications biology · 2023Article
- Celebrating a Century of Research in Behavioral Genetics.Behavior genetics · 2023Review
- The next 10 years of behavioural genomic research.JCPP advances · 2022Article
- Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association.Neuroscience and biobehavioral reviews · 2020Review
- The nature of the association between number line and mathematical performance: An international twin study.The British journal of educational psychology · 2019Article
- Intellectual Performance and Educational Attainment of Mexican Adolescents in Poverty.Europe's journal of psychology · 2019Article
- Required properties for markers used to calculate unbiased estimates of the genetic correlation between populations.Genetics, selection, evolution : GSE · 2018Article
- A polygenic p factor for major psychiatric disorders.Translational psychiatry · 2018Article
- Differences in exam performance between pupils attending selective and non-selective schools mirror the genetic differences between them.NPJ science of learning · 2018Article
- The stability of educational achievement across school years is largely explained by genetic factors.NPJ science of learning · 2018Article
- Cognitive genomics: Searching for the genetic roots of neuropsychological functioning.Neuropsychology · 2017Review
- Aetiological influences on stability and change in emotional and behavioural problems across development: a systematic review.Psychopathology review · 2017Article
- Learning, memory and exploratory similarities in genetically identical cloned dogs.Journal of veterinary science · 2016Article
- Genetic influences on adolescent behavior.Neuroscience and biobehavioral reviews · 2016Review
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
Very different neurocognitive processes appear to be involved in cognitive abilities such as verbal and non-verbal ability as compared to learning abilities taught in schools such as reading and mathematics. However, twin studies that compare similarity for monozygotic and dizygotic twins suggest that the same genes are largely responsible for genetic influence on these diverse aspects of cognitive function. It is now possible to test this evidence for strong pleiotropy using DNA alone from samples of unrelated individuals. Here we used this new method with 1.7 million DNA markers for a sample of 2,500 unrelated children at age 12 to investigate for the first time the extent of pleiotropy between general cognitive ability (aka intelligence) and learning abilities (reading, mathematics and language skills). We also compared these DNA results to results from twin analyses using the same sample and measures. The DNA-based method revealed strong genome-wide pleiotropy: Genetic correlations were greater than 0.70 between general cognitive ability and language, reading, and mathematics, results that were highly similar to twin study estimates of genetic correlations. These results indicate that genes related to diverse neurocognitive processes have general rather than specific effects.
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