Schooling substantially improves intelligence, but neither lessens nor widens the impacts of socioeconomics and genetics
Abstract Schooling, socioeconomic status (SES), and genetics all impact intelligence. However, it is unclear to what extent their contributions are unique and if they interact. Here we used a multi-trait polygenic score for cognition (cogPGS) with a quasi-experimental regression discontinuity design...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Nature Portfolio
2022-12-01
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| Series: | npj Science of Learning |
| Online Access: | https://doi.org/10.1038/s41539-022-00148-5 |