Genetic variation, brain, and intelligence differences

Deary, Ian J.; Cox, Simon R.; Hill, W. David

doi:10.1038/s41380-021-01027-y

Cited by 81 publications

(99 citation statements)

References 146 publications

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“…Similar to mutualism theory, P-FIT theory stresses the importance of local interactions, be it between brain regions rather than psychological processes. Their idea resonates with other neuroscientists, evidenced by the various compatible theories introduced in recent years (for brief summaries, see Barbey, 2018;Deary et al, 2021).…”

Section: Mutualismsupporting

confidence: 55%

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Evolving Networks of Human Intelligence

Savi¹,

Marsman²,

Maas³

2021

Preprint

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Twentieth century theory formation in human intelligence was dominated by factor theories; network theories will dominate the twenty first. Network theories answer a broad call for formal theories in psychological science, provide a strong approach to an idiographic science, and create an opportunity to study the developmental mechanisms of human's cognitive dynamics. Although the current century already delivered two formal stationary network theories of human intelligence—mutualism and wired intelligence—integrating dynamic mechanisms remains a serious challenge. This challenge translates into clear priorities: the identification of robust developmental phenomena, the study of the mechanisms that drive these phenomena, the integration of these mechanisms into network theories of growth, the integration of network theories from different explanatory levels, and the empirical characterization of the structure of network theories.

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Section: Mutualismsupporting

confidence: 55%

“…At large, the mechanisms that drive human intelligence remain a mystery (e.g., Deary et al, 2021). However, some mechanisms have been identified that likely play a role in producing some of its phenomena.…”

Section: Mechanismsmentioning

confidence: 99%

Evolving Networks of Human Intelligence

Savi¹,

Marsman²,

Maas³

2021

Preprint

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“…Genetic propensity to higher educational attainment may include variants that promote optimal cortical development. The cellular processes underlying developmental changes in SA, including synaptic function, have been associated with genes linked with the significant SNPs identified in GWAS of educational attainment (Deary et al, 2021; Okbay et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Educational Attainment Polygenic Scores, Socioeconomic Factors, and Cortical Structure in Children and Adolescents

Merz

Strack

Hurtado

et al. 2021

Preprint

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Background: Genome-wide polygenic scores for educational attainment (PGS-EA) and socioeconomic factors, which are correlated with each other, have been consistently associated with academic achievement and general cognitive ability in children and adolescents. Yet, the independent associations of PGS-EA and socioeconomic factors with specific underlying factors at the neural and neurocognitive levels are not well understood. The goal of this study was to examine the unique contributions of PGS-EA and parental education to cortical thickness (CT), cortical surface area (SA), and neurocognitive skills in children and adolescents. Methods: Participants were typically developing children and adolescents (3-21 years of age; 53% male; N = 391). High-resolution, T1-weighted magnetic resonance imaging data were acquired. PGS-EA were computed based on the most recent genome-wide association study of educational attainment. Sustained attention, inhibitory control, working memory, vocabulary, and episodic memory were measured. Results: PGS-EA and parental education were independently and significantly associated with SA, vocabulary, and attention outcomes but were not associated with CT. Vertex-wise analyses indicated that higher PGS-EA was significantly associated with greater SA in the left medial orbitofrontal gyrus and inferior frontal gyrus after accounting for parental education. Higher parental education was significantly associated with greater SA in the left parahippocampal gyrus after accounting for PGS-EA. Conclusions: These findings suggest that education-linked genetics may influence SA, particularly in certain frontal regions, leading to variability in academic achievement. Results suggested genetic confounding in associations between parental education and SA in children and adolescents, with these associations remaining significant after controlling for PGS-EA.

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“…Utilising 10 years of research on genetics, intelligence and brain imaging, Deary, Cox and Hill examine genetic correlations of intelligence and measurements of brain volume, including 'intracranial volume, total brain volume, grey matter volume, white matter volume, and volume of the left posterior cingulate cortex' (Deary, Cox & Hill 2021).…”

Section: Genetic Enhancements Intelligencementioning

confidence: 99%

Intelligence, empathy, and memory: Exploring moral enhancement through gene editing, training, and computer–brain interfaces

Molhoek

2021

HTS Teologiese Studies / Theological Studies

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In this research article, I seek to expand the conversation regarding moral enhancement by identifying traits or capacities that if enhanced would lead to an increase in moral behaviour. I decided to focus on the three capacities: intelligence, empathy and memory. These abilities do not necessarily lead to moral behaviour on their own; however, building on a study on the relationship of intelligence and morality, I argued that enhancing intelligence and empathy simultaneously allows for moral behaviour as an emergent property. Intelligence alone is not sufficient because even though greater intelligence leads to more prosocial behaviour, prosocial behaviour is not inherently moral. Empathy alone can lead to partiality, especially favouring those who are a part of one’s in-group. The virtue of prudence, practical wisdom, relies on more than intellect or reason; it requires lived experience in order to effectively deliberate. Memory provides intelligence with that information. There are a variety of ways in which human enhancement can be pursued. I chose to focus on three methods in this study: gene editing, training and computer–brain interfaces. Turning to the existing scientific literature, I attempted to find examples or potential ways in which intelligence, empathy and memory could be enhanced through these methods. Genetic examples are difficult given the complexity of multi-gene traits, and that heritability is only a small percentage of overall variance. Training these capacities has had limited success, and there is no consensus in the literature on how effective is the training. Computer–brain interfaces appear to offer potential, but some experiments have only just begun on human subjects, whilst other approaches are still being tested on other animals.Contribution: This article ends with an appeal to prioritise moral enhancements over other forms. Doing so allows for a great impact on society and a safer overall approach to enhancements.

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Genetic variation, brain, and intelligence differences

Cited by 81 publications

References 146 publications

Evolving Networks of Human Intelligence

Evolving Networks of Human Intelligence

Educational Attainment Polygenic Scores, Socioeconomic Factors, and Cortical Structure in Children and Adolescents

Intelligence, empathy, and memory: Exploring moral enhancement through gene editing, training, and computer–brain interfaces

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