Schooling substantially improves intelligence, but neither lessens nor widens the impacts of socioeconomics and genetics

Schooling, socioeconomic status (SES), and genetics all impact intelligence. However, it is unclear to what extent their contributions are unique and if they interact. Here we used a multi-trait polygenic score for cognition (cogPGS) with a quasi-experimental regression discontinuity design to isola...

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Detalles Bibliográficos
Autores principales: Judd, Nicholas, Sauce, Bruno, Klingberg, Torkel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Nature Publishing Group UK 2022
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9755250/
https://www.ncbi.nlm.nih.gov/pubmed/36522329
http://dx.doi.org/10.1038/s41539-022-00148-5

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9755250/
https://www.ncbi.nlm.nih.gov/pubmed/36522329
http://dx.doi.org/10.1038/s41539-022-00148-5

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