The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence

Proceedings of the National Academy of Sciences of the United States of America

Volumn 111, Issue 42, 2014, Pages 15273-15278

  Krapohl, Eva ^a   Rimfeld, Kaili ^a   Shakeshaft, Nicholas G ^a   Trzaskowski, Maciej ^a   McMillan, Andrew ^a   Pingault, Jean Baptiste ^a,b   Asbury, Kathryn ^c   Harlaar, Nicole ^d   Kovas, Yulia ^a,e,f   Dale, Philip S ^g   Plomin, Robert ^a  

^a KING'S COLLEGE LONDON   (United Kingdom)

^b UNIVERSITY COLLEGE LONDON   (United Kingdom)

^c UNIVERSITY OF YORK   (United Kingdom)

^d UNIVERSITY OF COLORADO   (United States)

^e UNIVERSITY OF LONDON   (United Kingdom)

^f TOMSK STATE UNIVERSITY   (Russian Federation)

^g UNIVERSITY OF NEW MEXICO   (United States)

Author keywords

Academic achievement; Behavioral genetics; General cognitive ability; Personalized learning; Twin studies

Indexed keywords

ACADEMIC ACHIEVEMENT; ADOLESCENT; ARTICLE; BEHAVIOR DISORDER; FEMALE; GENETIC ANALYSIS; GENETIC TRAIT; HERITABILITY; HUMAN; INTELLIGENCE; MAJOR CLINICAL STUDY; MALE; MATHEMATICS; PARENT; PERSONALITY; PSYCHOLOGICAL ASPECT; SCIENCE; SELF CONCEPT; SEX DIFFERENCE; SEX LIMITATION; TWIN ZYGOSITY; TWINS; WELLBEING; ACHIEVEMENT; BEHAVIOR GENETICS; BIOLOGICAL MODEL; CHILD; COGNITION; EDUCATIONAL STATUS; GENETICS; LEARNING; LONGITUDINAL STUDY; MULTIVARIATE ANALYSIS; PHENOTYPE; UNITED KINGDOM;

ACHIEVEMENT; CHILD; COGNITION; EDUCATIONAL STATUS; FEMALE; GENETICS, BEHAVIORAL; GREAT BRITAIN; HUMANS; INTELLIGENCE; LEARNING; LONGITUDINAL STUDIES; MALE; MODELS, GENETIC; MULTIVARIATE ANALYSIS; PHENOTYPE; TWINS;

EID: 84908077900     PISSN: 00278424     EISSN: 10916490     Source Type: Journal    
DOI: 10.1073/pnas.1408777111     Document Type: Article

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