A polygenic score for educational attainment partially predicts voter turnout.
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ABSTRACT:
SUBMITTER: Dawes CT
PROVIDER: S-EPMC8685665 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:We investigated the extent to which performance on standardized achievement tests, executive function (EF), and aggression in childhood and adolescence accounted for the relationship between a polygenic score for educational attainment (EA PGS) and years of education in a community sample of African Americans. Participants (N = 402; 49.9% female) were initially recruited for an elementary school-based prevention trial in a Mid-Atlantic city and followed into adulthood. In first and twelfth grade, participants completed math and reading standardized tests and teachers reported on participants' aggression and EF, specifically impulsivity and concentration problems. At age 20, participants reported on their years of education and post-secondary degrees attained and their genotype was assayed from blood or buccal swabs. An EA PGS was created using results from a large-scale GWAS on EA. A higher EA PGS was associated with higher education indirectly via adolescent achievement. No other mediating mechanisms were significant. Adolescent academic achievement is thus one mechanism through which polygenic propensity for EA influences post-secondary education among urban, African American youth.
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Project description:Genome-wide polygenic scores (GPS) can be used to predict individual genetic risk and resilience. For example, a GPS for years of education (EduYears) explains substantial variance in cognitive traits such as general cognitive ability and educational achievement. Personality traits are also known to contribute to individual differences in educational achievement. However, the association between EduYears GPS and personality traits remains largely unexplored. Here, we test the relation between GPS for EduYears, neuroticism, and well-being, and 6 personality and motivation domains: Academic Motivation, Extraversion, Openness, Conscientiousness, Neuroticism, and Agreeableness. The sample was drawn from a U.K.-representative sample of up to 8,322 individuals assessed at age 16. We find that EduYears GPS was positively associated with Openness, Conscientiousness, Agreeableness, and Academic Motivation, predicting between 0.6% and 3% of the variance. In addition, we find that EduYears GPS explains between 8% and 16% of the association between personality domains and educational achievement at the end of compulsory education. In contrast, both the neuroticism and well-being GPS significantly accounted for between 0.3% and 0.7% of the variance in a subset of personality domains. Furthermore, they did not significantly account for any of the covariance between the personality domains and achievement, with the exception of the neuroticism GPS explaining 5% of the covariance between Neuroticism and achievement. These results demonstrate that the genetic effects of educational attainment relate to personality traits, highlighting the multifaceted nature of EduYears GPS. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
| S-EPMC6902055 | biostudies-literature
Project description:People who score higher on intelligence tests tend to have larger brains. Twin studies suggest the same genetic factors influence both brain size and intelligence. This has led to the hypothesis that genetics influence intelligence partly by contributing to the development of larger brains. We tested this hypothesis using four large imaging genetics studies (combined N = 7965) with polygenic scores derived from a genome-wide association study (GWAS) of educational attainment, a correlate of intelligence. We conducted meta-analysis to test associations among participants' genetics, total brain volume (i.e., brain size), and cognitive test performance. Consistent with previous findings, participants with higher polygenic scores achieved higher scores on cognitive tests, as did participants with larger brains. Participants with higher polygenic scores also had larger brains. We found some evidence that brain size partly mediated associations between participants' education polygenic scores and their cognitive test performance. Effect sizes were larger in the population-based samples than in the convenience-based samples. Recruitment and retention of population-representative samples should be a priority for neuroscience research. Findings suggest promise for studies integrating GWAS discoveries with brain imaging to understand neurobiology linking genetics with cognitive performance.
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Project description:Since Downs proposed that the act of voting is irrational in 1957, myriad models have been proposed to explain voting and account for observed turnout patterns. We propose a model in which partisans consider both the instrumental and expressive benefits of their vote when deciding whether or not to abstain in an election, introducing an asymmetry that most other models do not consider. Allowing learning processes within our electorate, we analyze what evolutionarily stable strategies are rationalizable under various conditions. Upon varying electorate size, the partisan split of the electorate, and the degree to which an electorate takes underdog considerations into account in its payoff structure, we find that different equilibria arise. Our model predicts comparative statics that are consistent with voter behavior, specifically affirming a "size effect," in which turnout decreases as electorate size increases. Furthermore, relaxing some of our preliminary assumptions eliminates some of the discrepancies between the predictions of our model and empirical voter behavior. In particular, our work demonstrates that misperceptions about the partisan split of an electorate may account for high turnout behavior .Supplementary informationThe online version supplementary material available at 10.1007/s13235-021-00384-1.
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Project description:Three randomized experiments found that subtle linguistic cues have the power to increase voting and related behavior. The phrasing of survey items was varied to frame voting either as the enactment of a personal identity (e.g., "being a voter") or as simply a behavior (e.g., "voting"). As predicted, the personal-identity phrasing significantly increased interest in registering to vote (experiment 1) and, in two statewide elections in the United States, voter turnout as assessed by official state records (experiments 2 and 3). These results provide evidence that people are continually managing their self-concepts, seeking to assume or affirm valued personal identities. The results further demonstrate how this process can be channeled to motivate important socially relevant behavior.
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Project description:Low rates of youth voting are a feature of contemporary democracies the world over, with the United States having some of the lowest youth turnout rates in the world. However, far too little is known about how to address the dismal rates of youth voter participation found in many advanced democracies. In this paper, we examine the causal effect of a potentially scalable solution that has attracted renewed interest today: voluntary national service programs targeted at the youth civilian population. Leveraging the large pool of young people who apply each year to participate in the Teach For America (TFA) program-a prominent voluntary national service organization in the United States that integrates college graduates into teaching roles in low-income communities for 2 y-we examine the effect of service participation on voter turnout. To do so, we match TFA administrative records to large-scale nationwide voter files and employ a fuzzy regression discontinuity design around the recommended admittance cutoff for the TFA program. We find that serving as a teacher in the Teach For America national service program has a large effect on civic participation-substantially increasing voter turnout rates among applicants admitted to the program. This effect is noticeably larger than that of previous efforts to increase youth turnout. Our results suggest that civilian national service programs targeted at young people have great promise in helping to narrow the stubborn and enduring political engagement gap between younger and older citizens.
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Project description:Interpreting polygenic overlap between ADHD and both literacy-related and language-related impairments is challenging as genetic associations might be influenced by indirectly shared genetic factors. Here, we investigate genetic overlap between polygenic ADHD risk and multiple literacy-related and/or language-related abilities (LRAs), as assessed in UK children (N???5919), accounting for genetically predictable educational attainment (EA). Genome-wide summary statistics on clinical ADHD and years of schooling were obtained from large consortia (N???326,041). Our findings show that ADHD-polygenic scores (ADHD-PGS) were inversely associated with LRAs in ALSPAC, most consistently with reading-related abilities, and explained ?1.6% phenotypic variation. These polygenic links were then dissected into both ADHD effects shared with and independent of EA, using multivariable regressions (MVR). Conditional on EA, polygenic ADHD risk remained associated with multiple reading and/or spelling abilities, phonemic awareness and verbal intelligence, but not listening comprehension and non-word repetition. Using conservative ADHD-instruments (P-threshold?<?5?×?10-8), this corresponded, for example, to a 0.35?SD decrease in pooled reading performance per log-odds in ADHD-liability (P?=?9.2?×?10-5). Using subthreshold ADHD-instruments (P-threshold?<?0.0015), these effects became smaller, with a 0.03?SD decrease per log-odds in ADHD risk (P?=?1.4?×?10-6), although the predictive accuracy increased. However, polygenic ADHD-effects shared with EA were of equal strength and at least equal magnitude compared to those independent of EA, for all LRAs studied, and detectable using subthreshold instruments. Thus, ADHD-related polygenic links with LRAs are to a large extent due to shared genetic effects with EA, although there is evidence for an ADHD-specific association profile, independent of EA, that primarily involves literacy-related impairments.
| S-EPMC6345874 | biostudies-literature
Project description:Scholars have linked cost and life stress to lower voter turnout with clear implications for voting during the COVID-19 pandemic. We ask whether COVID-19 reduces turnout intention and how election agencies can mitigate this effect. We use a series of six survey and conjoint experiments implemented in samples totalling over 28,000 Canadian respondents collected between July and November of 2020 to show that: 1) priming people to think about COVID-19 reduces turnout intention, especially among those who feel most threatened by the disease; 2) safety measures for in-person voting, such as mandatory masks and physical distancing, can improve safety perceptions and willingness to vote in-person, and 3) providing people information about safety precautions for in-person voting mitigates the negative effect of priming COVID-19. These studies illustrate the importance of both the implementation and communication of measures by election agencies designed to make people safe - and feel safe - while voting in-person.
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Project description:ObjectivesDirection and magnitude of gender differences in late-life cognitive function are inextricably tied to sociocultural context. Our study evaluates education and literacy as primary drivers of gender equality in cognitive performance among middle-aged and older adults in rural South Africa.MethodData were collected on 1,938 participants aged 40-79 from Agincourt, South Africa. Cognitive function was measured via the Oxford Cognitive Screen-Plus, a tablet-based assessment with low literacy demands. Four cognitive domains were derived through confirmatory factor analysis: episodic memory, executive function, visual spatial, and language. Structural equation models tested domain-specific gender effects, incrementally controlling for demographic, education, health, and socioeconomic variables.ResultsIn the model adjusting only for demographic factors, men outperformed women on executive function and visual-spatial domains. Adding education and literacy to the model revealed a robust female advantage in episodic memory, and reduced the magnitude of male advantage in executive function and visual and spatial by 47% and 42%, respectively. Health and socioeconomic factors did not alter patterns of gender associations in subsequent models.DiscussionIn this older South African cohort, gender inequality in cognitive performance was partially attributable to educational differences. Understanding biopsychosocial mechanisms that promote cognitive resilience in older women is critically important given the predominantly female composition of aging populations worldwide.
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Project description:The use of polygenic risk scores has become a practical translational approach to investigating the complex genetic architecture of schizophrenia, but the link between polygenic risk scores and pathophysiological components of this disorder has been the subject of limited research. We investigated in healthy volunteers whether schizophrenia polygenic risk score predicts hippocampal activity during simple memory encoding, which has been proposed as a risk-associated intermediate phenotype of schizophrenia. We analysed the relationship between polygenic risk scores and hippocampal activity in a discovery sample of 191 unrelated healthy volunteers from the USA and in two independent replication samples of 76 and 137 healthy unrelated participants from Europe and the USA, respectively. Polygenic risk scores for each individual were calculated as the sum of the imputation probability of reference alleles weighted by the natural log of odds ratio from the recent schizophrenia genome-wide association study. We examined hippocampal activity during simple memory encoding of novel visual stimuli assessed using blood oxygen level-dependent functional MRI. Polygenic risk scores were significantly associated with hippocampal activity in the discovery sample [P = 0.016, family-wise error (FWE) corrected within Anatomical Automatic Labeling (AAL) bilateral hippocampal-parahippocampal mask] and in both replication samples (P = 0.033, FWE corrected within AAL right posterior hippocampal-parahippocampal mask in Bari sample, and P = 0.002 uncorrected in the Duke Neurogenetics Study sample). The relationship between polygenic risk scores and hippocampal activity was consistently negative, i.e. lower hippocampal activity in individuals with higher polygenic risk scores, consistent with previous studies reporting decreased hippocampal-parahippocampal activity during declarative memory tasks in patients with schizophrenia and in their healthy siblings. Polygenic risk scores accounted for more than 8% of variance in hippocampal activity during memory encoding in discovery sample. We conclude that polygenic risk scores derived from the most recent schizophrenia genome-wide association study predict significant variability in hippocampal activity during memory encoding in healthy participants. Our findings validate mnemonic hippocampal activity as a genetic risk associated intermediate phenotype of schizophrenia, indicating that the aggregate neurobiological effect of schizophrenia risk alleles converges on this pattern of neural activity.awy004media15749593779001.
| S-EPMC5888989 | biostudies-literature