Educational-attainment polygenic score associations with pre-test, post-test, and pre-to-post change scores on individual cognitive tasks are small and mostly nonsignificant after multiple-testing correction¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In linear regressions per task, most EAPGS effects were very close to 0 and failed to reject the null after Bonferroni correction; a few task-specific associations (e.g., a negative EAPGS–N-Back change association) were significant at the uncorrected one-tailed 0.05 level. → Cherry Youn 2022

Evidence¶

Cherry Youn 2022¶

Cherry Youn, Andrew D. Grotzinger, Christina M. Lill, Lars Bertram, Florian Schmiedek, Martin Lövdén, Ulman Lindenberger, Michel Nivard, K. Paige Harden, Elliot M. Tucker-Drob. (2022). Genetic associations with learning over 100 days of practice. npj Science of Learning. https://doi.org/10.1038/s41539-022-00121-2

q2 · i? · associational · r2

Linear regression models fitted to EAPGS associations with pre-test, post-test, and pre-to-post difference scores for each of nine tasks (one-tailed tests, Bonferroni correction). The article reports results "show small effects that are very close to 0 and failed to reject the null after Bonferroni correction for multiple testing".

"Many of the results from the regression analyses show small effects that are very close to 0 and failed to reject the null after Bonferroni correction for multiple testing"

Discussion¶

Related Claims¶

• Adults improve on average across nine cognitive tasks over 100 days of practice, with substantial individual differences in the amount of improvement — related
• Sample ancestry significantly moderates polygenic score predictions of educational attainment, with stronger predictions in European-ancestry samples — related
• Direct and indirect Reading-PGS effects remain largely after controlling for educational-attainment and cognitive-ability polygenic scores — related
• Age at assessment and achievement measure moderate polygenic score predictions of educational achievement; the adjusted pooled estimate rises to ρ = 0.50 — related
• Extreme-PGS subgroups show mostly parallel learning trajectories, with task exceptions: for N-Back the low-PGS group learned more and ultimately performed better than the high-PGS group — a narrower finding that bears on this claim
• A polygenic-score study of learning over 100 days of practice in 131 adults was too small to draw meaningful conclusions about genetic effects on baseline performance and learning — related