荷兰阿姆斯特丹自由大学Michel G. Nivard课题组，使用全基因组关联研究（GWAS）揭示了非认知技能的遗传结构。相关论文于2021年1月7日发表在《自然-遗传学》杂志上。
研究人员使用基因组结构方程模型和受教育程度（n = 1,131,881）和认知测验表现（n = 257,841）的GWAS来测评SNP与认知能力无关受教育程度差异的关联。研究确定了157个全基因组重要位点和一个多基因架构，其占教育程度遗传变异的57％。非认知遗传学丰富了与认知表现相同的大脑组织和细胞类型，但与灰质大脑体积具有不同的关联。
进一步研究发现非认知遗传学与人格特质、低风险行为和某些精神疾病风险增加有关。对于社会经济的成功和长寿，非认知和认知遗传学表现出相似的关联。通过进行非直接测量表型的GWAS，该研究提供了影响教育成功非认知技能的遗传结构图。
据介绍，除认知能力外，对影响教育程度性状的遗传结构知之甚少。
附：英文原文
Title: Investigating the genetic architecture of noncognitive skills using GWAS-by-subtraction
Author: Perline A. Demange, Margherita Malanchini, Travis T. Mallard, Pietro Biroli, Simon R. Cox, Andrew D. Grotzinger, Elliot M. Tucker-Drob, Abdel Abdellaoui, Louise Arseneault, Elsje van Bergen, Dorret I. Boomsma, Avshalom Caspi, David L. Corcoran, Benjamin W. Domingue, Kathleen Mullan Harris, Hill F. Ip, Colter Mitchell, Terrie E. Moffitt, Richie Poulton, Joseph A. Prinz, Karen Sugden, Jasmin Wertz, Benjamin S. Williams, Eveline L. de Zeeuw, Daniel W. Belsky, K. Paige Harden, Michel G. Nivard
Issue&Volume: 2021-01-07
Abstract: Little is known about the genetic architecture of traits affecting educational attainment other than cognitive ability. We used genomic structural equation modeling and prior genome-wide association studies (GWASs) of educational attainment (n=1,131,881) and cognitive test performance (n=257,841) to estimate SNP associations with educational attainment variation that is independent of cognitive ability. We identified 157 genome-wide-significant loci and a polygenic architecture accounting for 57% of genetic variance in educational attainment. Noncognitive genetics were enriched in the same brain tissues and cell types as cognitive performance, but showed different associations with gray-matter brain volumes. Noncognitive genetics were further distinguished by associations with personality traits, less risky behavior and increased risk for certain psychiatric disorders. For socioeconomic success and longevity, noncognitive and cognitive-performance genetics demonstrated associations of similar magnitude. By conducting a GWAS of a phenotype that was not directly measured, we offer a view of genetic architecture of noncognitive skills influencing educational success.
DOI: 10.1038/s41588-020-00754-2
Source:https://www.nature.com/articles/s41588-020-00754-2
Nature Genetics：《自然—遗传学》，创刊于1992年。隶属于施普林格·自然出版集团，最新IF：41.307
官方网址：https://www.nature.com/ng/
投稿链接：https://mts-ng.nature.com/cgi-bin/main.plex
本期文章：《自然—遗传学》：Online/在线发表
