自我报告的数学能力和获得的最高数学课程的基因共同因素
Alexandros Giannelis1,2, Emily A Willoughby2, Tobias Edwards2
1Department of Applied Economics, Erasmus School of Economics, Erasmus University Rotterdam, Rotterdam, The Netherlands.
Molecular psychiatry
|September 20, 2025
概括
研究人员确定了53个与定量能力相关的遗传标记,与一般智力分开. 这些遗传因素影响大脑发育,与STEM职业和较少的行为障碍有关.
科学领域:
- 行为遗传学 行为遗传学
- 定量性质遗传学 定量性质遗传学
- 神经科学是一个神经科学.
背景情况:
- 对一般智能的遗传影响已得到充分证实.
- 了解特定认知能力 (群体因素) 的遗传基础仍然不太被探索.
- 定量能力是关键的认知群体因素.
研究的目的:
- 识别与定量能力相关的遗传变异,独立于一般智力.
- 调查这些变异所涉及的生物途径和基因功能.
- 探索定量能力和其他特征之间的遗传相关性,包括心理健康和职业选择.
主要方法:
- 在大型全基因组关联研究 (GWAS) 数据上利用结构方程建模.
- 分析了自我报告的数学能力 (N=564,698) 和最高的数学课程 (N=430,445).
- 确定了与潜在的定量能力特征相关的单核酸多态 (SNP).
主要成果:
- 发现了53个与潜在的定量能力因子相关的SNP,与一般智力正交.
- 这些SNP附近的基因与神经元投射发育,大脑发育和突触功能有关.
- 发现与内化/外化障碍有负面遗传相关性,与STEM职业 (如计算机编程) 有正面相关性.
结论:
- 提供了超出一般智能的特定认知能力的遗传影响的证据.
- 强调大脑发育和突触功能在定量能力中的作用.
- 证实了定量能力,心理健康和STEM领域的职业发展轨迹之间的遗传联系.
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