Investigating the Genetic Architecture of Non-Cognitive Skills Using GWAS-by-Subtraction

Perline Demange, Margherita Malanchini, Travis Mallard, Pietro Biroli (), Simon Cox, Andrew Grotzinger, Elliot Tucker-Drob, Abdel Abdellaoui, Louise Arseneault, Elsje van Bergen, Dorret Boomsma, Avshalom Caspi (), David Corcoran, Benjamin Domingue, Kathleen Harris, Hill Ip, Colter Mitchell, Terrie E. Moffitt (), Richie Poulton, Joseph Prinz, Karen Sugden, Jasmin Wertz, Ben Williams, Eveline de Zeeuw, Daniel Belsky (), K. Paige Harden and Michel Nivard
Additional contact information
Avshalom Caspi: Duke University
Terrie E. Moffitt: Duke University / King's College London
Ben Williams: George Washington University
Daniel Belsky: Columbia University
K. Paige Harden: University of Texas, Austin

No 2020-028, Working Papers from Human Capital and Economic Opportunity Working Group

Abstract: Educational attainment (EA) is influenced by characteristics other than cognitive ability, but little is known about the genetic architecture of these “non-cognitive†contributions to EA. Here, we use Genomic Structural Equation Modelling and prior genome-wide association studies (GWASs) of EA (N = 1,131,881) and cognitive test performance (N = 257,841) to estimate SNP associations with EA 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 EA. Non-cognitive genetics were as strongly related to socioeconomic success and longevity as genetic variants associated with cognitive performance. Noncognitive genetics were further related to openness to experience and other personality traits, less risky behavior, and increased risk for psychiatric disorders. Non-cognitive genetics were enriched in the same brain tissues and cell types as cognitive performance, but showed different associations with gray-matter brain volumes. By conducting a GWAS of a phenotype that was not directly measured, we offer a first view of genetic architecture of non-cognitive skills influencing educational success.

Keywords: genome-wide significant loci; socioeconomic success; longevity (search for similar items in EconPapers)
JEL-codes: I10 I14 I24 J24 (search for similar items in EconPapers)
Date: 2020-05
New Economics Papers: this item is included in nep-cbe and nep-neu
Note: ECI, HI, IP
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Citations: View citations in EconPapers (3)

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http://humcap.uchicago.edu/RePEc/hka/wpaper/Demang ... tic-architecture.pdf First version, May, 2020 (application/pdf)

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Working Paper: Investigating the Genetic Architecture of Non-Cognitive Skills Using GWAS-By-Subtraction (2020)
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