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A sequence variant associating with educational attainment also affects childhood cognition.

ABSTRACT: Only a few common variants in the sequence of the genome have been shown to impact cognitive traits. Here we demonstrate that polygenic scores of educational attainment predict specific aspects of childhood cognition, as measured with IQ. Recently, three sequence variants were shown to associate with educational attainment, a confluence phenotype of genetic and environmental factors contributing to academic success. We show that one of these variants associating with educational attainment, rs4851266-T, also associates with Verbal IQ in dyslexic children (P?=?4.3?×?10-4, ??=?0.16 s.d.). The effect of 0.16 s.d. corresponds to 1.4 IQ points for heterozygotes and 2.8 IQ points for homozygotes. We verified this association in independent samples consisting of adults (P?=?8.3?×?10-5, ??=?0.12 s.d., combined P?=?2.2 x 10-7, ??=?0.14 s.d.). Childhood cognition is unlikely to be affected by education attained later in life, and the variant explains a greater fraction of the variance in verbal IQ than in educational attainment (0.7% vs 0.12%,. P?=?1.0?×?10-5).

SUBMITTER: Gunnarsson B

PROVIDER: S-EPMC5095652 | biostudies-literature | 2016 Nov

REPOSITORIES: biostudies-literature

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A sequence variant associating with educational attainment also affects childhood cognition.

Gunnarsson Bjarni B Jónsdóttir Guðrún A GA Björnsdóttir Gyða G Konte Bettina B Sulem Patrick P Kristmundsdóttir Snædís S Kehr Birte B Gústafsson Ómar Ó Helgason Hannes H Iordache Paul D PD Ólafsson Sigurgeir S Frigge Michael L ML Þorleifsson Guðmar G Arnarsdóttir Sunna S Stefánsdóttir Berglind B Giegling Ina I Djurovic Srdjan S Sundet Kjetil S KS Espeseth Thomas T Melle Ingrid I Hartmann Annette M AM Thorsteinsdottir Unnur U Kong Augustine A Guðbjartsson Daníel F DF Ettinger Ulrich U Andreassen Ole A OA Dan Rujescu Halldórsson Jónas G JG Stefánsson Hreinn H Halldórsson Bjarni V BV Stefánsson Kári K

Scientific reports 20161104

Only a few common variants in the sequence of the genome have been shown to impact cognitive traits. Here we demonstrate that polygenic scores of educational attainment predict specific aspects of childhood cognition, as measured with IQ. Recently, three sequence variants were shown to associate with educational attainment, a confluence phenotype of genetic and environmental factors contributing to academic success. We show that one of these variants associating with educational attainment, rs48 ...[more]

PMID: 27811963

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Project description:OBJECTIVES:The primary objective of this systematic review was to evaluate available literature on whether type 1 diabetes mellitus (T1DM) has an impact on educational attainment in individuals undertaking high stakes standardised testing at the end of compulsory schooling. DESIGN:A systematic review was undertaken comparing educational attainment for individuals with and without T1DM who have undertaken high stakes testing at the end of compulsory schooling. DATA SOURCES:A comprehensive search of MEDLINE, MEDLINE (epub ahead of print, in-process and other non-indexed citations), EMBASE, Web of Science, British Education Index, Education Resources Information Center and Cumulative Index to Nursing and Allied Health Literature was undertaken on 15 January 2018 and updated on 17 January 2019. ELIGIBILITY CRITERIA:Included studies fulfilled the following criteria: observational study or randomised controlled trial; included individuals who have undertaken high stakes testing at the end of compulsory schooling; compared the grades obtained by individuals with T1DM with a representative population control. DATA EXTRACTION AND SYNTHESIS:Two reviewers performed study selection and data extraction independently. Quality and risk of bias in the observational studies included were assessed using the Newcastle-Ottawa Scale. A detailed narrative synthesis of the included studies was completed. RESULTS:3103 articles were identified from the database search, with two Swedish cohort studies (using the same linked administrative data) meeting final inclusion criteria. A small but statistically significant difference was reported in mean final grades, with children with T1DM found to have lower mean grades than their non-diabetic counterparts (adjusted mean difference 0.07-0.08). CONCLUSIONS:More contemporary research is required to evaluate the impact of T1DM in childhood on educational attainment in individuals undertaking high stakes standardised testing at the end of compulsory schooling, taking into consideration the substantial advances in management of T1DM in the last decade. PROSPERO REGISTRATION NUMBER:CRD42017084078.

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A sequence variant associating with educational attainment also affects childhood cognition.

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A sequence variant associating with educational attainment also affects childhood cognition.

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