TY - JOUR
T1 - Molecular genetic contributions to socioeconomic status and intelligence
AU - Marioni, Riccardo E.
AU - Davies, Gail
AU - Hayward, Caroline
AU - Liewald, Dave
AU - Kerr, Shona M.
AU - Campbell, Archie
AU - Luciano, Michelle
AU - Smith, Blair H.
AU - Padmanabhan, Sandosh
AU - Hocking, Lynne J.
AU - Hastie, Nicholas D.
AU - Wright, Alan F.
AU - Porteous, David J.
AU - Visscher, Peter M.
AU - Deary, Ian J.
PY - 2014
Y1 - 2014
N2 - Education, socioeconomic status, and intelligence are commonly used as predictors of health outcomes, social environment, and mortality. Education and socioeconomic status are typically viewed as environmental variables although both correlate with intelligence, which has a substantial genetic basis. Using data from 6815 unrelated subjects from the Generation Scotland study, we examined the genetic contributions to these variables and their genetic correlations. Subjects underwent genome-wide testing for common single nucleotide polymorphisms (SNPs). DNA-derived heritability estimates and genetic correlations were calculated using the 'Genome-wide Complex Trait Analyses' (GCTA) procedures. 21% of the variation in education, 18% of the variation in socioeconomic status, and 29% of the variation in general cognitive ability was explained by variation in common SNPs (SEs. ~. 5%). The SNP-based genetic correlations of education and socioeconomic status with general intelligence were 0.95 (SE 0.13) and 0.26 (0.16), respectively. There are genetic contributions to intelligence and education with near-complete overlap between common additive SNP effects on these traits (genetic correlation. ~. 1). Genetic influences on socioeconomic status are also associated with the genetic foundations of intelligence. The results are also compatible with substantial environmental contributions to socioeconomic status.
AB - Education, socioeconomic status, and intelligence are commonly used as predictors of health outcomes, social environment, and mortality. Education and socioeconomic status are typically viewed as environmental variables although both correlate with intelligence, which has a substantial genetic basis. Using data from 6815 unrelated subjects from the Generation Scotland study, we examined the genetic contributions to these variables and their genetic correlations. Subjects underwent genome-wide testing for common single nucleotide polymorphisms (SNPs). DNA-derived heritability estimates and genetic correlations were calculated using the 'Genome-wide Complex Trait Analyses' (GCTA) procedures. 21% of the variation in education, 18% of the variation in socioeconomic status, and 29% of the variation in general cognitive ability was explained by variation in common SNPs (SEs. ~. 5%). The SNP-based genetic correlations of education and socioeconomic status with general intelligence were 0.95 (SE 0.13) and 0.26 (0.16), respectively. There are genetic contributions to intelligence and education with near-complete overlap between common additive SNP effects on these traits (genetic correlation. ~. 1). Genetic influences on socioeconomic status are also associated with the genetic foundations of intelligence. The results are also compatible with substantial environmental contributions to socioeconomic status.
UR - http://www.scopus.com/inward/record.url?scp=84897811500&partnerID=8YFLogxK
U2 - 10.1016/j.intell.2014.02.006
DO - 10.1016/j.intell.2014.02.006
M3 - Article
C2 - 24944428
AN - SCOPUS:84897811500
SN - 0160-2896
VL - 44
SP - 26
EP - 32
JO - Intelligence
JF - Intelligence
IS - May-June
ER -