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      New biological sciences, sociology and education

      British Journal of Sociology of Education
      Informa UK Limited

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          Genetics and intelligence differences: five special findings

          Intelligence is a core construct in differential psychology and behavioural genetics, and should be so in cognitive neuroscience. It is one of the best predictors of important life outcomes such as education, occupation, mental and physical health and illness, and mortality. Intelligence is one of the most heritable behavioural traits. Here, we highlight five genetic findings that are special to intelligence differences and that have important implications for its genetic architecture and for gene-hunting expeditions. (i) The heritability of intelligence increases from about 20% in infancy to perhaps 80% in later adulthood. (ii) Intelligence captures genetic effects on diverse cognitive and learning abilities, which correlate phenotypically about 0.30 on average but correlate genetically about 0.60 or higher. (iii) Assortative mating is greater for intelligence (spouse correlations ~0.40) than for other behavioural traits such as personality and psychopathology (~0.10) or physical traits such as height and weight (~0.20). Assortative mating pumps additive genetic variance into the population every generation, contributing to the high narrow heritability (additive genetic variance) of intelligence. (iv) Unlike psychiatric disorders, intelligence is normally distributed with a positive end of exceptional performance that is a model for ‘positive genetics'. (v) Intelligence is associated with education and social class and broadens the causal perspectives on how these three inter-correlated variables contribute to social mobility, and health, illness and mortality differences. These five findings arose primarily from twin studies. They are being confirmed by the first new quantitative genetic technique in a century—Genome-wide Complex Trait Analysis (GCTA)—which estimates genetic influence using genome-wide genotypes in large samples of unrelated individuals. Comparing GCTA results to the results of twin studies reveals important insights into the genetic architecture of intelligence that are relevant to attempts to narrow the ‘missing heritability' gap.
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            Blinded by neuroscience: social policy, the family and the infant brain

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              Brain science and early years policy: Hopeful ethos or ‘cruel optimism’?

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                Author and article information

                Journal
                British Journal of Sociology of Education
                British Journal of Sociology of Education
                Informa UK Limited
                0142-5692
                1465-3346
                June 14 2016
                June 14 2016
                : 37
                : 5
                : 788-800
                Article
                10.1080/01425692.2016.1184406
                cd3ae27c-c5cc-4c50-b5a1-7d73181b951a
                © 2016
                History

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