Multivariate Genetic Analyses of Cognition and Academic Achievement from Two Population Samples of 174,000 and 166,000 School Children

Abstract

The genetic influence on the association between contemporaneously measured intelligence and academic achievement in childhood was examined in nationally representative cohorts from England and The Netherlands using a whole population indirect twin design, including singleton data. We identified 1,056 samesex and 495 opposite-sex twin pairs among 174,098 British 11 year-olds with test scores from 2004, and, 785 same-sex and 327 opposite-sex twin pairs among 120,995 Dutch schoolchildren, aged 8, 10 or 12 years, with assessments from 1994 to 2002.The estimate of intelligence heritability was large in both cohorts, consistent with previous studies (h^2 = .70 ±.14, England; h^2 = .43 ±.28 to .67 ±.31, The Netherlands), as was the heritability of academic achievement variables (h^2 = .51 ±.16 to .81 ±.16, England; h^2 = .36 ±.27 to .74 ±.27, The Netherlands). Additive genetic covariance explained the large majority of the phenotypic correlations between intelligence and academic achievement scores in England, when standardised to a bivariate heritability (Biv h^2 = .76 ±.15 to .88 ±.16), and less consistent but often large proportions of the phenotypic correlations in The Netherlands (Biv h^2 = .33 ±.52 to 1.00 ±.43). In the British cohort both nonverbal and verbal reasoning showed very high additive genetic covariance with achievement scores (Biv h^2 = .94 to .98; Biv h^2 = .77 to 1.00 respectively). In The Netherlands, covariance estimates were consistent across age groups. The heritability of intelligence-academic achievement associations in two population cohorts of elementary schoolchildren, using a twin pair extraction method, is at the high end of estimates reported by studies of largely preselected twin samples. This is the accepted manuscript of the following publication: Calvin CM, Deary IJ, Webbink D, Smith P, Fernandes C, Lee SH, Luciano M & Visscher PM (2012) Multivariate genetic analyses of cognition and academic achievement from two population samples of 174,000 and 166,000 school children. Behavior Genetics 42: 699-710. The final publication is available at http://dx.doi.org/10.1007/s10519-012-9549-7 The authors declare no conflict of interest. TITLE AbstractThe genetic influence on the association between contemporaneously measured intelligence and academic achievement in childhood was examined in nationally representative cohorts from England and The Netherlands using a whole population indirect twin design, including singleton data. We identified 1,056 same-sex and 495 opposite-sex twin pairs among 174,098 British 11 year-olds with test scores from 2004, and, 785 same-sex and 327 opposite-sex twin pairs among 120,995 Dutch schoolchildren, aged 8, 10 or 12 years, with assessments from 1994 to 2002. The estimate of intelligence heritability was large in both cohorts, consistent with previous studies (h2 = .70 ±.14, England; h2 = .43 ±.28 to .67 ±.31, The Netherlands), as was the heritability of academic achievement variables (h2 = .51 ±.16 to .81 ±.16, England; h2 = .36 ±.27 to .74 ±.27, ...

Heritability, family, school and academic achievement in adolescence

“…In contrast to the classical model discussed earlier, in our model zygosity is estimated rather than given. Similar models previously used with simulated and real twin data turned out to be highly reliable (Benyamin et al, 2006(Benyamin et al, , 2005Calvin et al, 2012). Moreover, in Appendix A we show that such models produce results closely resembling those obtained when zygosity is known.…”

Genetic and environmental sources of individual differences in non-verbal intelligence in Russian adolescents

“…On the contrary, genes have negligible effect on non-verbal ability. Low heritability estimate obtained in current study is remarkable as previous studies of non-verbal ability in adolescence show higher estimates (30-70%) [23][24][25][26][27]. However, non-verbal abilities in these studies were measured by means of test batteries: WISC-III [24], WISC-R [25,27] CAT3 [26].…”

Common genetic variants associated with cognitive performance identified using the proxy-phenotype method

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