Investigating the genetic architecture of noncognitive skills using GWAS-by-subtraction.

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 personal

SUBMITTER: Demange PA 

PROVIDER: S-EPMC7116735 | biostudies-literature | 2021 Jan

REPOSITORIES: biostudies-literature