Investigating the genetic architecture of noncognitive skills using GWAS-by-subtraction.

doi:10.1038/s41588-020-00754-2

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Article

Investigating the genetic architecture of noncognitive skills using GWAS-by-subtraction.

Nature genetics - 1 Jan 2021

Demange Perline A, Malanchini Margherita, Mallard Travis T, Biroli Pietro, Cox Simon R, Grotzinger Andrew D, Tucker-Drob Elliot M, Abdellaoui Abdel, Arseneault Louise, van Bergen Elsje, Boomsma Dorret I, Caspi Avshalom, Corcoran David L, Domingue Benjamin W, Harris Kathleen Mullan, Ip Hill F, Mitchell Colter, Moffitt Terrie E, Poulton Richie, Prinz Joseph A, Sugden Karen, Wertz Jasmin, Williams Benjamin S, de Zeeuw Eveline L, Belsky Daniel W, Harden K Paige, Nivard Michel G

Abstract excerpt

Little is known about the genetic architecture of traits affecting educational attainment other than cognitive ability. We used genomic structural equation modeling and prior genome-wide association studies (GWASs) of educational attainment (n = 1,131,881) and cognitive test performance (n = 257,841) to estimate SNP associations with educational attainment variation that is independent of cognitive ability. We...

Topics

Brain
Cognition
Decision Making
Educational Status
Fertility
Genome-Wide Association Study
Humans
Intelligence

Methodology Data sources Editorial policy Privacy About Contact Helena Bioinformatics

Mental Disorders

Models, Genetic

Molecular Sequence Annotation

Multifactorial Inheritance

Personality

Phenotype

Polymorphism, Single Nucleotide

Risk-Taking

Source

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Identifiers

PMID: 33414549
DOI: 10.1038/s41588-020-00754-2
PMCID: PMC7116735

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