Domingue Benjamin W, Belsky Daniel, Conley Dalton, Harris Kathleen Mullan, Boardman Jason D
Stanford University.
Department of Medicine, Duke University School of Medicine, Social Science Research Institute, Duke University.
AERA Open. 2015 Jul-Sep;1(3):1-13. doi: 10.1177/2332858415599972. Epub 2015 Aug 19.
Recent studies have begun to uncover the genetic architecture of educational attainment. We build on this work using genome-wide data from siblings in the National Longitudinal Study of Adolescent to Adult Health (Add Health). We measure the genetic predisposition of siblings to educational attainment using polygenic scores. We then test how polygenic scores are related to social environments and educational outcomes. In Add Health, genetic predisposition to educational attainment is patterned across the social environment. Participants with higher polygenic scores were more likely to grow up in socially advantaged families. Even so, the previously published genetic associations appear to be causal. Among pairs of siblings, the sibling with the higher polygenic score typically went on to complete more years of schooling as compared to their lower-scored co-sibling. We found subtle differences between sibling fixed effect estimates of the genetic effect versus those based on unrelated individuals.
近期研究已开始揭示受教育程度的遗传结构。我们基于此项工作，利用来自“青少年到成人健康纵向研究”（Add Health）中兄弟姐妹的全基因组数据展开研究。我们使用多基因分数来衡量兄弟姐妹受教育程度的遗传倾向。然后，我们测试多基因分数与社会环境及教育成果之间的关系。在Add Health研究中，受教育程度的遗传倾向在社会环境中呈现出一定模式。多基因分数较高的参与者更有可能在社会优势家庭中成长。即便如此，先前发表的遗传关联似乎具有因果关系。在兄弟姐妹对中，与多基因分数较低的同胞相比，多基因分数较高的同胞通常会继续接受更多年的学校教育。我们发现，基于兄弟姐妹固定效应估计的遗传效应与基于非亲属个体估计的遗传效应之间存在细微差异。
