The independent prediction of general intelligence by elementary cognitive tasks: genetic and environmental influences

Psychometric reliability, validity, and generalizability of 3MSE scores among American Indian adults: the Strong Heart Study

OBJECTIVE

Modified Mini-Mental State Examination (3MSE) is often used to screen for dementia, but little is known about psychometric validity in American Indians.

METHODS

We recruited 818 American Indians aged 65-95 for 3MSE examinations in 2010-2013; 403 returned for a repeat examination in 2017-2019. Analyses included standard psychometrics inferences for interpretation, generalizability, and extrapolation: factor analysis; internal consistency-reliability; test-retest score stability; multiple indicator multiple cause structural equation models.

RESULTS

This cohort was mean age 73, majority female, mean 12 years education, and majority bilingual. The 4-factor and 2nd-order models fit best, with subfactors for orientation and visuo-construction (OVC), language and executive functioning (LEF), psychomotor and working memory (PMWM), verbal and episodic memory (VEM). Factor structure was supported for both research and clinical interpretation, and factor loadings were moderate to high. Scores were generally consistent over mean 7 years. Younger participants performed better in overall scores, but not in individual factors. Males performed better on OVC and LEF, females better on PMWM. Those with more education performed better on LEF and worse on OVC; the converse was true for bilinguals. All differences were significant, but small.

CONCLUSION

These findings support use of 3MSE for individual interpretation in clinic and research among American Indians, with moderate consistency, stability, reliability over time. Observed extrapolations across age, sex, education, and bilingual groups suggest some important contextual differences may exist.

Strong genetic overlap between executive functions and intelligence

Executive functions (EFs) are cognitive processes that control, monitor, and coordinate more basic cognitive processes. EFs play instrumental roles in models of complex reasoning, learning, and decision making, and individual differences in EFs have been consistently linked with individual differences in intelligence. By middle childhood, genetic factors account for a moderate proportion of the variance in intelligence, and these effects increase in magnitude through adolescence. Genetic influences on EFs are very high, even in middle childhood, but the extent to which these genetic influences overlap with those on intelligence is unclear. We examined genetic and environmental overlap between EFs and intelligence in a racially and socioeconomically diverse sample of 811 twins ages 7 to 15 years (M = 10.91, SD = 1.74) from the Texas Twin Project. A general EF factor representing variance common to inhibition, switching, working memory, and updating domains accounted for substantial proportions of variance in intelligence, primarily via a genetic pathway. General EF continued to have a strong, genetically mediated association with intelligence even after controlling for processing speed. Residual variation in general intelligence was influenced only by shared and nonshared environmental factors, and there remained no genetic variance in general intelligence that was unique of EF. Genetic variance independent of EF did remain, however, in a more specific perceptual reasoning ability. These results provide evidence that genetic influences on general intelligence are highly overlapping with those on EF. (PsycINFO Database Record

Applying Biometric Growth Curve Models to Developmental Synchronies in Cognitive Development: The Louisville Twin Study

Biometric latent growth curve models were applied to data from the LTS in order to replicate and extend Wilson's (Child Dev 54:298-316, 1983) findings. Assessments of cognitive development were available from 8 measurement occasions covering the period 4-15 years for 1032 individuals. Latent growth curve models were fit to percent correct for 7 subscales: information, similarities, arithmetic, vocabulary, comprehension, picture completion, and block design. Models were fit separately to WPPSI (ages 4-6 years) and WISC-R (ages 7-15). Results indicated the expected increases in heritability in younger childhood, and plateaus in heritability as children reached age 10 years. Heritability of change, per se (slope estimates), varied dramatically across domains. Significant genetic influences on slope parameters that were independent of initial levels of performance were found for only information and picture completion subscales. Thus evidence for both genetic continuity and genetic innovation in the development of cognitive abilities in childhood were found.

Genetic and Environmental Influences of General Cognitive Ability: Is g a valid latent construct?

Despite an extensive literature, the "g" construct remains a point of debate. Different models explaining the observed relationships among cognitive tests make distinct assumptions about the role of g in relation to those tests and specific cognitive domains. Surprisingly, these different models and their corresponding assumptions are rarely tested against one another. In addition to the comparison of distinct models, a multivariate application of the twin design offers a unique opportunity to test whether there is support for g as a latent construct with its own genetic and environmental influences, or whether the relationships among cognitive tests are instead driven by independent genetic and environmental factors. Here we tested multiple distinct models of the relationships among cognitive tests utilizing data from the Vietnam Era Twin Study of Aging (VETSA), a study of middle-aged male twins. Results indicated that a hierarchical (higher-order) model with a latent g phenotype, as well as specific cognitive domains, was best supported by the data. The latent g factor was highly heritable (86%), and accounted for most, but not all, of the genetic effects in specific cognitive domains and elementary cognitive tests. By directly testing multiple competing models of the relationships among cognitive tests in a genetically-informative design, we are able to provide stronger support than in prior studies for g being a valid latent construct.

Individual differences in motor timing and its relation to cognitive and fine motor skills

The present study investigated the relationship between individual differences in timing movements at the level of milliseconds and performance on selected cognitive and fine motor skills. For this purpose, young adult participants (N = 100) performed a repetitive movement task paced by an auditory metronome at different rates. Psychometric measures included the digit-span and symbol search subtasks from the Wechsler battery as well as the Raven SPM. Fine motor skills were assessed with the Purdue Pegboard test. Motor timing performance was significantly related (mean r = .3) to cognitive measures, and explained both unique and shared variance with information-processing speed of Raven's scores. No significant relations were found between motor timing measures and fine motor skills. These results show that individual differences in cognitive and motor timing performance is to some extent dependent upon shared processing not associated with individual differences in manual dexterity.

Multivariate Genetic Analysis of Academic Skills of the Queensland Core Skills Test and IQ Highlight the Importance of Genetic g

This study examined the genetic and environmental relationships among 5 academic achievement skills of a standardized test of academic achievement, the Queensland Core Skills Test (QCST; Queensland Studies Authority, 2003a). QCST participants included 182 monozygotic pairs and 208 dizygotic pairs (mean 17 years ± 0.4 standard deviation). IQ data were included in the analysis to correct for ascertainment bias. A genetic general factor explained virtually all genetic variance in the component academic skills scores, and accounted for 32% to 73% of their phenotypic variances. It also explained 56% and 42% of variation in Verbal IQ and Performance IQ respectively, suggesting that this factor is genetic g. Modest specific genetic effects were evident for achievement in mathematical problem solving and written expression. A single common factor adequately explained common environmental effects, which were also modest, and possibly due to assortative mating. The results suggest that general academic ability, derived from genetic influences and to a lesser extent common environmental influences, is the primary source of variation in component skills of the QCST.

Genome-wide scan of IQ finds significant linkage to a quantitative trait locus on 2q

A genome-wide linkage scan of 795 microsatellite markers (761 autosomal, 34 X chromosome) was performed on Multidimensional Aptitude Battery subtests and verbal, performance and full scale scores, the WAIS-R Digit Symbol subtest, and two word-recognition tests (Schonell Graded Word Reading Test, Cambridge Contextual Reading Test) highly predictive of IQ. The sample included 361 families comprising 2-5 siblings who ranged in age from 15.7 to 22.2 years; genotype, but not phenotype, data were available for 81% of parents. A variance components analysis which controlled for age and sex effects showed significant linkage for the Cambridge reading test and performance IQ to the same region on chromosome 2, with respective LOD scores of 4.15 and 3.68. Suggestive linkage (LOD score>2.2) for various measures was further supported on chromosomes 6, 7, 11, 14, 21 and 22. Where location of linkage peaks converged for IQ subtests within the same scale, the overall scale score provided increased evidence for linkage to that region over any individual subtest. Association studies of candidate genes, particularly those involved in neural transmission and development, will be directed to genes located under the linkage peaks identified in this study.

Age-related and individual differences in the performance of a delayed response task (the A-not-B task) in infant twins aged 7-12 months

The aim of the present work was to analyze the age-related dynamics and nature of interindividual differences in performing the A-not-B task, which addresses working memory in children aged 7-12 months. The cohort consisted of 150 children aged 7-12 months from mono- and dizygotic twin pairs. Working memory was assessed in terms of the maximum delay which the children could tolerate in a delayed response test (the A-not-B task). Performance of the task improved with age, such that a sharp change in the ability to tolerate the delay occurred between nine and ten months of age. Mental development as assessed using the Bayley scale showed a significant correlation with the duration of the delay in the task only after a threshold period (9-10 months of age) in the development of working memory. Analysis of intrapair correlations in mono- and dizygotic twins showed that interindividual differences in the A-not-B task delay at age 7-9 months were completely determined by individual environmental factors (including measurement errors), while at age 10-12 months the leading role in the interindividual variability in this measure was taken by the systematic environment. These results show that the abilities to tolerate delays at the beginning and end of the second six months of life are based on different mechanisms.

Exploring item and higher order factor structure with the Schmid-Leiman solution: Syntax codes for SPSS and SAS

To ease the interpretation of higher order factor analysis, the direct relationships between variables and higher order factors may be calculated by the Schmid-Leiman solution (SLS; Schmid & Leiman, 1957). This simple transformation of higher order factor analysis orthogonalizes first-order and higher order factors and thereby allows the interpretation of the relative impact of factor levels on variables. The Schmid-Leiman solution may also be used to facilitate theorizing and scale development. The rationale for the procedure is presented, supplemented by syntax codes for SPSS and SAS, since the transformation is not part of most statistical programs. Syntax codes may also be downloaded from www.psychonomic.org/archive/.

Quantitative genetic modeling of regional brain volumes and cognitive performance in older male twins

As part of an ongoing longitudinal twin study, data from both MRI brain scanning and from neuropsychological testing were obtained from 139 male-male twin pairs (72 monozygotic [MZ] and 67 dizygotic [DZ]), 69-80 years old at the time of examination. For descriptive purposes, we examined the MZ and DZ intraclass correlations (ICC) of four lobar brain volumes (frontal, temporal, parietal, and occipital), two cerebrospinal fluid (CSF) volumes (lateral ventricle and temporal horn of the lateral ventricles), and two measures of cognitive functioning (verbal memory and executive function). We found that for lobar brain and CSF space volumes, the MZ ICC were significantly greater than zero (r=0.37-0.77) and greater than the corresponding DZ correlations (r=0.02-0.49). Similarly, within-pair correlations for the two neuropsychological factors were statistically significant and significantly larger in MZ twin pairs than in DZ pairs, suggesting the presence of genetic variance. Bivariate genetic analysis revealed that while close to 60% of individual differences in neuropsychological performance were due to genetic influences, less than 50% of genetic effects were in common with those influencing brain volumes. These data may shed light on the genetic liability for brain diseases that affect the elderly.

Genetics and general cognitive ability (g)

Two recent articles in this journal made the case for the existence and importance of g and reviewed research on cognitive and psychophysical correlates of psychometric g. This review considers g from a genetic perspective. Multivariate genetic research indicates that g accounts for nearly all of the genetic variance of diverse psychometric cognitive tests (genetic g). Recent research suggests not only that elementary cognitive tasks are genetically linked to psychometric g but also that genetic g pervades these tasks. Contrary to the assumption of modularity that dominates cognitive science, genetic g exists in the mind as well as in psychometric tests.

The genetic basis of the relation between speed-of-information-processing and IQ

The relationship of speed-of-information-processing (SIP), as derived from reaction times (RTs) on experimental tasks, and intelligence has been extensively studied. SIP is suggested to measure the efficiency with which subjects can perform basic cognitive operations underlying a wide range of intellectual abilities. Observed phenotypic correlations between RT and IQ typically are in the -0.2 to -0.4 range, and the question is addressed to what extent this relationship is determined by genetic or environmental influences. In a group of Dutch twins the heritabilities for RT tasks at age 16 and 18 years were estimated longitudinally and the nature of the RT-IQ relationship was investigated. At age 16 years heritabilities for a simple reaction time (SRT) and choice reaction time (CRT) were 64 and 62% and the average phenotypic correlations between the RTs and IQ, assessed by the Raven standard progressive matrices, was -0.21. At the second test occasion lower heritabilities were observed for the RTs, probably due to modifications in administration procedures. The mean correlations between the RTs and WAIS verbal and per formal subtests were -0.18 and -0.16. Multivariate genetic analyses at both ages showed that the RT-IQ correlations were explained by genetic influences. These results are in agreement with earlier findings (Baker et al., Behav Genet 1991;21:351-67; Ho et al., Behav Genet 1988;18:247-61) and support the existence of a common, heritable biological basis underlying the SIP-IQ relationship.