Genetic Covariation Among Facets of Openness to Experience and General Cognitive Ability

Wainwright, Mark A.; Wright, Margaret J.; Luciano, Michelle; Geffen, Gina; Martin, Nicholas G.

doi:10.1375/twin.11.3.275

Cited by 101 publications

(50 citation statements)

References 42 publications

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“…Thirdly, it should be noted that some of the national IQ scores used by Lynn et al (2009) have been questioned on the basis that they appear to have been inaccurately reported from the original studies in which they were recorded (Mackintosh, 2006). Finally, the personality trait openness to experience is associated with both religious belief (Saroglou, 2010) and general intelligence (Wainwright, Wright, Luciano, Geffen, & Martin, 2008). No study to date has examined the relationship between intelligence and religious beliefs while controlling for openness.…”

Section: Limitations Of Previous Researchmentioning

confidence: 99%

The relationship between intelligence and multiple domains of religious belief: Evidence from a large adult US sample

Lewis¹,

Ritchie²,

Bates³

2011

Intelligence

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Section: Limitations Of Previous Researchmentioning

confidence: 99%

The relationship between intelligence and multiple domains of religious belief: Evidence from a large adult US sample

Lewis¹,

Ritchie²,

Bates³

2011

Intelligence

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“…As put by Hayes (1962), “inherited motivational makeup influences the kind and amount of learning which occurs.” Consistent with these predictions, Tucker-Drob and Harden (2012a) reported that genetic influences on adolescent intellectual interest partially mediated its association with a general factor of academic achievement; and Greven, Harlaar, Kovas, Chamorro-Premuzic, and Plomin (2009) reported that intellectual self-concept was genetically associated with both concurrent and later achievement independent of intelligence. Luciano, Wainwright, Wright, & Martin (2006) and Wainwright, Wright, Luciano, Geffen, and Martin (2008) reported genetic correlations between academic achievement and intelligence, and facets of Conscientiousness and Openness, respectively. We are not aware of any studies that have performed similar investigations with other popularly used character measures, such as mindset, grit, or mastery orientation.…”

mentioning

confidence: 99%

Genetically-mediated associations between measures of childhood character and academic achievement.

Tucker‐Drob

Briley

Engelhardt

et al. 2016

Journal of Personality and Social Psychology

122

100

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Researchers and the general public have become increasingly intrigued by the roles that systematic tendencies toward thinking, feeling, and behaving might play in academic achievement. Some measures belonging to this group have been well studied in genetics and psychometrics, while much less is known about other measures. The current study focuses on seven such character traits prominently featured in influential intervention-oriented and/or socialization theories of academic achievement: grit, intellectual curiosity, ability self-concept, mastery orientation, educational value, intelligence mindset, and test motivation. In a population-based sample of 811 school-aged twins and triplets from the Texas Twin Project, we tested (a) how each measure relates to indices of the Big Five personality traits, (b) how the measures relate to one another, (c) the extent to which each measure is associated with genetic and environmental influences and whether such influences operate through common dimensions of individual differences, and (d) the extent to which genetic and environmental factors mediate the relations between fluid intelligence, character measures, and academic achievement. We find moderate relations among the measures that can be captured by a highly heritable common dimension representing a mixture of Openness and Conscientiousness. Moreover, genetically-influenced variance in the character measures is associated with multiple measures of verbal knowledge and academic achievement, even after controlling for fluid intelligence. In contrast, environmentally-influenced variance in character is largely unrelated to knowledge and achievement outcomes. We propose that character measures popularly used in education may be best conceptualized as indexing facets of personality that are of particular relevance to academic achievement.

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“…46 This gene is highly expressed in the basal ganglia and thalamus of the human brain. 65 CENPO is located at chromosome 2p23.3 and has prior GWAS associations to height. 1,47 The CENPO gene also had a nominal association to cognition in our gene-based analysis at Po 0.05, as did neighboring genes NCOA1, PTRHD1 and ADCY3.…”

Section: Discussionmentioning

confidence: 99%

Gwas Meta-Analysis Reveals Novel Loci And Genetic Correlates For General Cognitive Function: A Report From The Cogent Consortium

Lencz

2017

European Neuropsychopharmacology

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The complex nature of human cognition has resulted in cognitive genomics lagging behind many other fields in terms of gene discovery using genome-wide association study (GWAS) methods. In an attempt to overcome these barriers, the current study utilized GWAS meta-analysis to examine the association of common genetic variation (~8M single-nucleotide polymorphisms (SNP) with minor allele frequency ⩾ 1%) to general cognitive function in a sample of 35 298 healthy individuals of European ancestry across 24 cohorts in the Cognitive Genomics Consortium (COGENT). In addition, we utilized individual SNP lookups and polygenic score analyses to identify genetic overlap with other relevant neurobehavioral phenotypes. Our primary GWAS meta-analysis identified two novel SNP loci (top SNPs: rs76114856 in the CENPO gene on chromosome 2 and rs6669072 near LOC105378853 on chromosome 1) associated with cognitive performance at the genome-wide significance level (P o 5 × 10 − 8 ). Gene-based analysis identified an additional three Bonferroni-corrected significant loci at chromosomes 17q21.31, 17p13.1 and 1p13.3. Altogether, common variation across the genome resulted in a conservatively estimated SNP heritability of 21.5% (s.e. = 0.01%) for general cognitive function. Integration with prior GWAS of cognitive performance and educational attainment yielded several additional Molecular Psychiatry (2017) 22, 336-345 www.nature.com/mp significant loci. Finally, we found robust polygenic correlations between cognitive performance and educational attainment, several psychiatric disorders, birth length/weight and smoking behavior, as well as a novel genetic association to the personality trait of openness. These data provide new insight into the genetics of neurocognitive function with relevance to understanding the pathophysiology of neuropsychiatric illness.

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Genetic Covariation Among Facets of Openness to Experience and General Cognitive Ability

Cited by 101 publications

References 42 publications

The relationship between intelligence and multiple domains of religious belief: Evidence from a large adult US sample

The relationship between intelligence and multiple domains of religious belief: Evidence from a large adult US sample

Genetically-mediated associations between measures of childhood character and academic achievement.

Gwas Meta-Analysis Reveals Novel Loci And Genetic Correlates For General Cognitive Function: A Report From The Cogent Consortium

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