Schwabe Inga, Janss Luc, van den Berg Stéphanie M
Department of Research Methodology, Measurement and Data Analysis (OMD), University of Twente, Enschede, Netherlands.
Department of Methodology and Statistics, Tilburg University, Tilburg, Netherlands.
Front Genet. 2017 Oct 26;8:160. doi: 10.3389/fgene.2017.00160. eCollection 2017.
As for most phenotypes, the amount of variance in educational achievement explained by SNPs is lower than the amount of additive genetic variance estimated in twin studies. Twin-based estimates may however be biased because of self-selection and differences in cognitive ability between twins and the rest of the population. Here we compare twin registry based estimates with a census-based heritability estimate, sampling from the same Dutch birth cohort population and using the same standardized measure for educational achievement. Including important covariates (i.e., sex, migration status, school denomination, SES, and group size), we analyzed 893,127 scores from primary school children from the years 2008-2014. For genetic inference, we used pedigree information to construct an additive genetic relationship matrix. Corrected for the covariates, this resulted in an estimate of 85%, which is even higher than based on twin studies using the same cohort and same measure. We therefore conclude that the genetic variance not tagged by SNPs is not an artifact of the twin method itself.
对于大多数表型而言，单核苷酸多态性（SNPs）所解释的教育成就差异量低于双胞胎研究中估计的加性遗传方差量。然而，基于双胞胎的估计可能存在偏差，原因在于自我选择以及双胞胎与其他人群在认知能力上的差异。在此，我们将基于双胞胎登记处的估计与基于人口普查的遗传力估计进行比较，样本来自同一荷兰出生队列人群，并对教育成就采用相同的标准化测量方法。纳入重要的协变量（即性别、移民身份、学校类型、社会经济地位和群体规模）后，我们分析了2008年至2014年小学儿童的893,127份成绩。为了进行遗传推断，我们利用谱系信息构建了一个加性遗传关系矩阵。经协变量校正后，得出的估计值为85%，甚至高于使用同一队列和相同测量方法的双胞胎研究结果。因此，我们得出结论，未被SNPs标记的遗传方差并非双胞胎方法本身造成的假象。
