Title |
The correlation between reading and mathematics ability at age twelve has a substantial genetic component
|
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Published in |
Nature Communications, July 2014
|
DOI | 10.1038/ncomms5204 |
Pubmed ID | |
Authors |
Oliver S. P. Davis, Gavin Band, Matti Pirinen, Claire M. A. Haworth, Emma L. Meaburn, Yulia Kovas, Nicole Harlaar, Sophia J. Docherty, Ken B. Hanscombe, Maciej Trzaskowski, Charles J. C. Curtis, Amy Strange, Colin Freeman, Céline Bellenguez, Zhan Su, Richard Pearson, Damjan Vukcevic, Cordelia Langford, Panos Deloukas, Sarah Hunt, Emma Gray, Serge Dronov, Simon C. Potter, Avazeh Tashakkori-Ghanbaria, Sarah Edkins, Suzannah J. Bumpstead, Jenefer M. Blackwell, Elvira Bramon, Matthew A. Brown, Juan P. Casas, Aiden Corvin, Audrey Duncanson, Janusz A. Z. Jankowski, Hugh S. Markus, Christopher G. Mathew, Colin N. A. Palmer, Anna Rautanen, Stephen J. Sawcer, Richard C. Trembath, Ananth C. Viswanathan, Nicholas W. Wood, Ines Barroso, Leena Peltonen, Philip S. Dale, Stephen A. Petrill, Leonard S. Schalkwyk, Ian W. Craig, Cathryn M. Lewis, Thomas S. Price, Peter Donnelly, Robert Plomin, Chris C. A. Spencer |
Abstract |
Dissecting how genetic and environmental influences impact on learning is helpful for maximizing numeracy and literacy. Here we show, using twin and genome-wide analysis, that there is a substantial genetic component to children's ability in reading and mathematics, and estimate that around one half of the observed correlation in these traits is due to shared genetic effects (so-called Generalist Genes). Thus, our results highlight the potential role of the learning environment in contributing to differences in a child's cognitive abilities at age twelve. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
Japan | 27 | 12% |
United States | 19 | 8% |
United Kingdom | 11 | 5% |
Netherlands | 7 | 3% |
Canada | 5 | 2% |
Belgium | 3 | 1% |
United Arab Emirates | 3 | 1% |
Sweden | 2 | <1% |
France | 2 | <1% |
Other | 14 | 6% |
Unknown | 137 | 60% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 204 | 89% |
Scientists | 18 | 8% |
Practitioners (doctors, other healthcare professionals) | 5 | 2% |
Science communicators (journalists, bloggers, editors) | 3 | 1% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 9 | 3% |
United Kingdom | 4 | 1% |
Japan | 3 | 1% |
Netherlands | 1 | <1% |
Finland | 1 | <1% |
Canada | 1 | <1% |
Switzerland | 1 | <1% |
China | 1 | <1% |
France | 1 | <1% |
Other | 2 | <1% |
Unknown | 245 | 91% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Researcher | 52 | 19% |
Student > Ph. D. Student | 47 | 17% |
Student > Master | 25 | 9% |
Other | 19 | 7% |
Student > Bachelor | 18 | 7% |
Other | 60 | 22% |
Unknown | 48 | 18% |
Readers by discipline | Count | As % |
---|---|---|
Psychology | 55 | 20% |
Agricultural and Biological Sciences | 43 | 16% |
Medicine and Dentistry | 23 | 9% |
Biochemistry, Genetics and Molecular Biology | 20 | 7% |
Social Sciences | 17 | 6% |
Other | 50 | 19% |
Unknown | 61 | 23% |