DOI：10.1038/nature17671 作者：Aysu Okbay
摘要 : 按上学年头多少衡量的教育成就的大小(同时也受到社会和环境因素的强烈影响)，被发现也有一个影响程度较小的遗传因素。
按上学年头多少衡量的教育成就的大小(同时也受到社会和环境因素的强烈影响)，被发现也有一个影响程度较小的遗传因素。Philipp Koellinger、Peter Visscher 和来自 “社会科学遗传关联联盟” (SSGAC)的同事，现在报告了对293,723人所做的一项全基因组关联研究，在这项研究中他们识别出了74个与教育成就大小相关的遗传变异体。虽然这些遗传关联只能解释教育成就差别的一小部分，但它们为进一步的研究工作指出了候选基因和研究途径。
Educational attainment is strongly influenced by social and other environmental factors, but genetic factors are estimated to account for at least 20% of the variation across individuals. Here we report the results of a genome-wide association study (GWAS) for educational attainment that extends our earlier discovery sample of 101,069 individuals to 293,723 individuals, and a replication study in an independent sample of 111,349 individuals from the UK Biobank. We identify 74 genome-wide significant loci associated with the number of years of schooling completed. Single-nucleotide polymorphisms associated with educational attainment are disproportionately found in genomic regions regulating gene expression in the fetal brain. Candidate genes are preferentially expressed in neural tissue, especially during the prenatal period, and enriched for biological pathways involved in neural development. Our findings demonstrate that, even for a behavioural phenotype that is mostly environmentally determined, a well-powered GWAS identifies replicable associated genetic variants that suggest biologically relevant pathways. Because educational attainment is measured in large numbers of individuals, it will continue to be useful as a proxy phenotype in efforts to characterize the genetic influences of related phenotypes, including cognition and neuropsychiatric diseases.
来源： Nature 浏览次数：0