In a European-ancestry subsample, main-effect results stayed generally the same with slightly larger cogPGS and smaller SES effects, and interactions remained non-significant¶

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

Subclaims¶

q2 i? Reanalysis restricted to children whose genetic ancestry clustered as European (n = 3751) preserved the main effects and the lack of significant interactions, with a slight cogPGS increase and larger SES decreases. → Nicholas Judd 2022

Evidence¶

Nicholas Judd 2022¶

Nicholas Judd, Bruno Sauce and Torkel Klingberg. (2022). Schooling substantially improves intelligence, but neither lessens nor widens the impacts of socioeconomics and genetics. npj Science of Learning. https://doi.org/10.1038/s41539-022-00148-5

q2 · i? · causal · r2

Post hoc reanalysis with the full model for each cognitive variable after 4-means clustering on the first two genetic PCs (43% of the sample excluded). The subsample had substantially higher SES (Cohen's d = 0.80, p < 0.001).

"The results from that analysis stayed generally the same as the analysis of the full population (Supplementary Table 7), both in terms of effect sizes on the main results and the lack of significance on the interaction terms."

Discussion¶

Related Claims¶

• CogPGS and SES each showed large, independent, positive effects on all three intelligence domains — related
• Schooling showed no significant interaction with cogPGS or SES on any intelligence domain, and Bayesian ROPE analysis found interaction effects under 0.05 SD with 95% probability — related