Evidence map›Paper›PMID 33594131›Full record

ArticleScientific reports2021

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

Georgina Donati, Iroise Dumontheil, Oliver Pain, Kathryn Asbury, Emma L Meaburn

Abstract read
In one paragraph

Article in Scientific reports, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.

0numbers the graph read from it
0cells of the map it votes in
7citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

7 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Georgina DonatiCentre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, London, UK.
Iroise DumontheilCentre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, London, UK.
Oliver PainSocial Genetic and Developmental Psychology, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Kathryn AsburyDepartment of Education, University of York, York, UK.
Emma L MeaburnCentre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, London, UK. e.meaburn@bbk.ac.uk.

Funding

Colorado Adoption/Twin Study of Lifespan behavioral development & cognitive aging (CATSLife2)R01AG046938 · NIA · UNIVERSITY OF COLORADO · PI REYNOLDS, CHANDRA A, WADSWORTH, SALLY J · 2015 to 2024
$18.5M
NIA NIH HHS R01 AG046938Wellcome TrustWellcome Trust 076467/Z/05/ZWellcome Trust 08426812/Z/07/Z
6 · The paper itself

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 (h

Indexed as

Academic SuccessEducational StatusGenome-Wide Association StudyMultifactorial InheritanceQuantitative Trait, HeritableAdolescentHumansLanguageMathematicsPolymorphism, Single NucleotideScience

Identifiers

PMID33594131
PMCPMC7887196

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.