Environmental Influences on Genetic Contributions to Intelligence and Education.
Environmental Influences on Genetic Contributions to Intelligence and Education.
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环境对遗传对智力和教育的贡献的影响。
DOI：
10.1176/appi.ajp.2021.21050545
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Hill WD
中科院分区：
文献类型：
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作者：
Hill WD
智力和教育程度都与许多社会经济和身心健康结果呈正相关（1-3）。纵向研究表明，在早期生活中具有较高智力水平的个体不太可能患有健康状况不佳，死于各种原因，以及特定原因，包括心脏病，中风，呼吸系统疾病，吸烟相关的癌症，消化系统疾病，痴呆症，事故和自杀（4）。虽然已经观察到智力和教育措施之间存在强烈的表型和遗传相关性（5），但分析表明，智力和教育对身心健康结果都有独特的，可能是因果关系的贡献（6，7）。由于它们在预测身体和心理健康方面的价值，全基因组关联研究（GWAS）检查了智力和教育的遗传病因，已经确定了数百个相关的基因座（5，8），并证明这两种性状都是可遗传的，并且是高度多基因的，其贡献来自等位基因的频谱（9）。在这个问题上，Rask-Andersen et al. (10)报告一项研究，使用GWAS数据，以检查如何遗传贡献的教育程度和智力互动与社会经济地位。社会经济地位进行了评估，在英国生物银行的参与者使用汤森剥夺指数（TDI），一个度量，描述了在该地区的参与者生活的剥夺程度，包括失业，过度拥挤，汽车和房屋所有权的信息。然后根据TDI评分将整个队列分层为五分位数。包括两个教育指标：第一，描述参与者是否达到学院或大学教育水平的二元指标（N5359，094），第二，描述参与者完成的教育年数的连续指标（N5362，488）。研究人员对131,688名参与者进行了智力评估，使用的是来自英国生物银行的流体智力测试，通常被称为口头数字测试。口头数字测试是一个13点的多项选择测试，参与者必须在2分钟内回答尽可能多的问题。Rask-Andersen等人(10)研究表明，受教育程度、受教育年限和智力表型的五分位数对之间的遗传相关性很高，往往接近统一。这表明，在英国生物库样本中测量的社会经济地位差异谱中，许多相同的遗传变异与这三种表型中每一种的表型差异相关。唯一的例外是，第五个五分位数与第一个和第二个五分位数的遗传相关性在教育程度和教育年限方面都与1有显著差异。这表明，不同的遗传变异引起了观察到的表型差异，当比较那些生活在英国最贫困的地区和那些生活在最贫困的地区，Rask-Andersen等人。然后显示，教育程度的遗传性，教育年数，和智力是更大的那些从更贫困的背景。此外，TDI得分和多基因风险得分之间的基因-环境相互作用的教育程度，教育年数和智力。当沿着考虑五分位数之间的遗传相关性时，Rask-Anderson等人表明，虽然与这三种表型的性状变异相关的遗传变异的同一性不因社会因素而不同，
Intelligence and educational attainment are both associated positively with many socioeconomic and physical and mental health outcomes (1–3). Longitudinal studies have shown that individuals with a higher level of intelligence in early life are less likely to suffer from poor health and die from all causes, as well as from specific causes, including heart disease, stroke, respiratory disease, smoking-related cancers, digestive diseases, dementia, accidents, and suicide (4). While strong phenotypic and genetic correlations between measures of intelligence and education have been observed (5), analyses have indicated that both intelligence and education make unique, and possibly causal, contributions to both physical and mental health outcomes (6, 7). As a consequence of their value in predicting physical and mental health, genome-wide association studies (GWASs) examining the genetic etiology of intelligence and education have identified hundreds of associated loci (5, 8) and have demonstrated that both traits are heritable and highly polygenic, with contributions from across the frequency spectrum of alleles (9). In this issue, Rask-Andersen et al.(10) report on a study using GWAS data to examine how the genetic contributions to educational attainment and intelligence interact with socioeconomic position. Socioeconomic position was assessed in the participants of UK Biobank using the Townsend deprivation index (TDI), a metric that describes the level of deprivation in the area where participants live and includes information on unemployment, overcrowding, and car and home ownership. The total cohort was then stratified into quintiles based on their TDI score. Two measures of education were included: first, a binary metric describing whether or not a participant attained a college or university level of education (N5359, 094), and second, a continuous measure describing the number of years of education a participant had completed (N5362, 488). Intelligence was assessed in 131,688 participants using the fluid intelligence test, often called the verbal numerical test, from UK Biobank. The verbal numerical test is a 13-point multiplechoice test in which participants must answer as many of the questions as they can in a 2-minute period. Rask-Andersen et al.(10) show that the genetic correlation between pairs of quintiles for educational attainment, years of education, and intelligence phenotypes was high, often approaching unity. This indicates that across the measured spectrum of socioeconomic position differences in the UK Biobank sample, many of the same genetic variants are associated with phenotypic differences of each of these three phenotypes. The qualified exception was that the genetic correlations of the fifth quintile with both the first and second quintiles were significantly different from 1 in both educational attainment and years of education. This indicates that different genetic variants give rise to observed phenotypic differences in education when comparing those living in the most deprived regions of the United Kingdom to those living in the least deprived regions.Rask-Andersen et al. then show that the heritability of educational attainment, years of education, and intelligence is greater in those from more deprived backgrounds. Furthermore, a gene-environment interaction was identified between TDI score and the polygenic risk scores for educational attainment, years of education, and intelligence. When considered along with the genetic correlations between quintiles, Rask-Anderson et al. show that while the identity of the genetic variants associated with trait variation for these three phenotypes does not differ by socio-