The quest for quantitative trait loci associated with intelligence

The evolutionary genetics of personality

Genetic influences on personality differences are ubiquitous, but their nature is not well understood. A theoretical framework might help, and can be provided by evolutionary genetics. We assess three evolutionary genetic mechanisms that could explain genetic variance in personality differences: selective neutrality, mutation‐selection balance, and balancing selection. Based on evolutionary genetic theory and empirical results from behaviour genetics and personality psychology, we conclude that selective neutrality is largely irrelevant, that mutation‐selection balance seems best at explaining genetic variance in intelligence, and that balancing selection by environmental heterogeneity seems best at explaining genetic variance in personality traits. We propose a general model of heritable personality differences that conceptualises intelligence as fitness components and personality traits as individual reaction norms of genotypes across environments, with different fitness consequences in different environmental niches. We also discuss the place of mental health in the model. This evolutionary genetic framework highlights the role of gene‐environment interactions in the study of personality, yields new insight into the person‐situation‐debate and the structure of personality, and has practical implications for both quantitative and molecular genetic studies of personality. Copyright © 2007 John Wiley & Sons, Ltd.

Evolution, genes, and inter‐disciplinary personality research

Most commentaries welcomed an evolutionary genetic approach to personality, but several raised concerns about our integrative model. In response, we clarify the scientific status of evolutionary genetic theory and explain the plausibility and value of our evolutionary genetic model of personality, despite some shortcomings with the currently available theories and data. We also have a closer look at mate choice for personality traits, point to promising ways to assess evolutionarily relevant environmental factors and defend higher‐order personality domains and the g‐factor as the best units for evolutionary genetic analyses. Finally, we discuss which extensions of and alternatives to our model appear most fruitful, and end with a call for more inter‐disciplinary personality research grounded in evolutionary theory. Copyright © 2007 John Wiley & Sons, Ltd.

Commentary on "A Role for the X Chromosome in Sex Differences in Variability in General Intelligence?" (Johnson et al., 2009)

Johnson et al.'s (2009) article highlights the role of X-chromosomal genes in general intelligence and draws attention to their potential role in explaining the observed greater variance for this trait in males and their excess at both extremes of the distribution. We note that this would result from a simple additive effect of X-linked intelligence genes and also discuss the potentially important contribution of recessive deleterious loci. The buffering effect of heterozygosity in females will be partly constrained by the skewing of X-inactivation patterns increasing the variance of females beyond what is expected. Furthermore, escape of some X-linked genes from in-activation may also be relevant to male-female variance comparisons. We also comment on the difficulty of establishing the extent to which the X chromosome is enriched for intelligence genes and point out that their estimates of the proportion of genes influencing general intelligence that might be located on the X chromosome rely on some doubtful premises, especially concerning the likely equivalence of X-linked gene action in males and females. Finally, we discuss the increasingly compelling evidence for the accumulation of genes on the X chromosome that have selective benefit to males, including those implicated infertility and some manifestations of intelligence.

The Dopamine D2 Receptor Polymorphism (DRD2 TaqIA) Interacts with Maternal Parenting in Predicting Early Adolescent Depressive Symptoms: Evidence of Differential Susceptibility and Age Differences

Most gene-environment interaction research on depression has largely focused on negative environment and to a lesser extent on positive environment. Moreover, to date few studies have directly examined G × E at different periods in development, particularly during early adolescence. The present study addressed these issues by examining the concurrent and prospective longitudinal effects of maternal parenting, DRD2 TaqIA polymorphism, and their interaction on adolescent depressive symptoms in a sample of 1026 Chinese adolescents (Mage = 11.33 ± 0.47 years at T1, 50.3% girls) in a three-wave longitudinal study from age 11 to 13. Results indicated that maternal positive and negative parenting significantly concurrently predicted adolescent depressive symptoms at all three waves, whereas TaqIA polymorphism had no main effect on depressive symptoms. TaqIA polymorphism interacted with negative parenting in predicting concurrent depressive symptoms at age 11 and 12. A1 carriers were more susceptible to negative parenting compared to A2A2 homozygotes, such that adolescents carrying A1 alleles experiencing high negative parenting reported more depressive symptoms but fared better when experiencing low negative parenting. However, the interaction became nonsignificant at age 13, indicating the interaction of TaqIA polymorphism and maternal parenting may vary with development. Also, there was no G × E effect on longitudinal change in depression. The findings provided evidence in support of the differential susceptibility hypothesis and shed light on the potential for dynamic change in gene-environment interactions over development.

The hunt for gene effects pertinent to behavioral traits and psychiatric disorders: from mouse to human

The field of behavioral genetics was reviewed in the classic 1960 text by Fuller and Thompson. Since then, there has been remarkable progress in the genetic analysis of animal behavior. Many molecular genetic methods in common use today were not even anticipated in 1960. Animal models for many human psychiatric disorders have been discovered or created. In human behavior genetics, however, powerful new methods have failed to reveal even one bona fide, replicable gene effect pertinent to the normal range of variation in intelligence and personality. There is no explanatory or predictive value in that genetic information. For several psychiatric disorders, including autism and schizophrenia, many large genetic effects arise from de novo mutations. Genetically, the disorders are heterogeneous; different cases with the same diagnosis have different causes. The promises of the molecular genetic revolution have not been fulfilled in behavioral domains of most interest to human psychology.

Cognition and the evolution of music: pitfalls and prospects

What was the role of music in the evolutionary history of human beings? We address this question from the point of view that musicality can be defined as a cognitive trait. Although it has been argued that we will never know how cognitive traits evolved (Lewontin, 1998), we argue that we may know the evolution of music by investigating the fundamental cognitive mechanisms of musicality, for example, relative pitch, tonal encoding of pitch, and beat induction. In addition, we show that a nomological network of evidence (Schmitt & Pilcher, 2004) can be built around the hypothesis that musicality is a cognitive adaptation. Within this network, different modes of evidence are gathered to support a specific evolutionary hypothesis. We show that the combination of psychological, medical, physiological, genetic, phylogenetic, hunter-gatherer, and cross-cultural evidence indicates that musicality is a cognitive adaptation.

Genetic lotteries within families

Drawing on findings from the biomedical literature, this paper introduces the idea that specific exogenously inherited differences in the genetic code between full biological siblings can be used to test within-family estimators and potentially improve our understanding of economic relationships. These points are illustrated with an application to identify the causal impact of several poor health conditions on academic outcomes. We present evidence that family fixed effects estimators by themselves cannot fully account for the endogeneity of poor health when estimating education production functions. Further, our analysis elucidates the situations under which genetic markers can serve as instrumental variables for specific health conditions.

A dopaminergic gene cluster in the prefrontal cortex predicts performance indicative of general intelligence in genetically heterogeneous mice

BACKGROUND

Genetically heterogeneous mice express a trait that is qualitatively and psychometrically analogous to general intelligence in humans, and as in humans, this trait co-varies with the processing efficacy of working memory (including its dependence on selective attention). Dopamine signaling in the prefrontal cortex (PFC) has been established to play a critical role in animals' performance in both working memory and selective attention tasks. Owing to this role of the PFC in the regulation of working memory, here we compared PFC gene expression profiles of 60 genetically diverse CD-1 mice that exhibited a wide range of general learning abilities (i.e., aggregate performance across five diverse learning tasks).

METHODOLOGY/PRINCIPAL FINDINGS

Animals' general cognitive abilities were first determined based on their aggregate performance across a battery of five diverse learning tasks. With a procedure designed to minimize false positive identifications, analysis of gene expression microarrays (comprised of ≈25,000 genes) identified a small number (<20) of genes that were differentially expressed across animals that exhibited fast and slow aggregate learning abilities. Of these genes, one functional cluster was identified, and this cluster (Darpp-32, Drd1a, and Rgs9) is an established modulator of dopamine signaling. Subsequent quantitative PCR found that expression of these dopaminergic genes plus one vascular gene (Nudt6) were significantly correlated with individual animal's general cognitive performance.

CONCLUSIONS/SIGNIFICANCE

These results indicate that D1-mediated dopamine signaling in the PFC, possibly through its modulation of working memory, is predictive of general cognitive abilities. Furthermore, these results provide the first direct evidence of specific molecular pathways that might potentially regulate general intelligence.

Genetics and Cognition

How genes contribute to cognition is a perennial question for psychologists and geneticists. In the early 21st century, familial studies, including twin studies, supported the theory that genetic variations contribute to differences in cognition, but have been of little practical use to clinical and educational practitioners as no individual predictions can be made using such data; heritability cannot predict the impact of environmental factors or intervention programs. With the sequencing of animal genomes and the development of molecular genetics, new methodologies have been developed: gene targeting (replacing a functional gene with a neutral gene by homologous recombination), transgenesis (overexpressing one gene or a set of genes from one species in another species), and genome-wide scans and quantitative trait loci mapping (a strategy for identifying chromosomal regions involved in complex traits). Association studies can be performed to find associations between allelic forms and variations in IQ. Genes linked to “normal” variations in cognition have been detected but for the moment such discoveries have had no direct applications in a clinical setting; the number of genes identified as being linked to intellectual impairment has increased rapidly. Links have been reported between chromosomal deletions and triplications and behavioral phenotypes. The identification of mechanisms involved in genetic diseases should have long-term consequences on educational and/or psychological support programs as well as on health care. Psychologists need to keep up to date on advances in research establishing relationships between genetics and intellectual disability and will thus be able to refer children with cognitive impairments to specialized care services.

Evolutionary genomics of human intellectual disability

Previous studies have postulated that X-linked and autosomal genes underlying human intellectual disability may have also mediated the evolution of human cognition. We have conducted the first comprehensive assessment of the extent and patterns of positive Darwinian selection on intellectual disability genes in humans. We report three main findings. First, as noted in some previous reports, intellectual disability genes with primary functions in the central nervous system exhibit a significant concentration to the X chromosome. Second, there was no evidence for a higher incidence of recent positive selection on X-linked than autosomal intellectual disability genes, nor was there a higher incidence of selection on such genes overall, compared to sets of control genes. However, the X-linked intellectual disability genes inferred to be subject to recent positive selection were concentrated in the Rho GTP-ase pathway, a key signaling pathway in neural development and function. Third, among all intellectual disability genes, there was evidence for a higher incidence of recent positive selection on genes involved in DNA repair, but not for genes involved in other functions. These results provide evidence that alterations to genes in the Rho GTP-ase and DNA-repair pathways may play especially-important roles in the evolution of human cognition and vulnerability to genetically-based intellectual disability.

Educational Policy and Country Outcomes in International Cognitive Competence Studies

Prior studies of studentsqqaposxx and adultsqqaposxx cognitive competence have shown large differences between nations, equivalent to a difference of 5 to 10 years of schooling. These differences seem to be relevant because studies using different research paradigms have demonstrated that population-level cognitive abilities are related to a number of important societal outcomes, including productivity, democratization, and health. In this overview of transnational differences, we document a number of positive predictors of international differences in student competence, including the amount of preschool education, student discipline, quantity of education, attendance at additional schools, early tracking, the use of centralized exams and high-stakes tests, and adult educational attainment. We found rather negative relationships for grade retention rates, age of school onset, and class size. Altogether, these results, when combined with the outcomes of earlier studies, demonstrate that international differences in cognitive competence can be explained in part by aspects of the respective countriesqqaposxx educational systems and that these differences consequently can be reduced by reform of their educational policy. This has important implications not just for closing gaps in educational achievement, but for narrowing international gaps in wealth, health, and democracy.

Genetic variation influences on the early development of reactive emotions and their regulation by attention

INTRODUCTION

Individual differences in temperament and attention provide an important link between normal and pathological development. Previous studies suggest that during infancy, orienting of attention is associated with higher levels of positive affect and lower levels of negative affect. For older children and adults, self-regulation, as measured by ratings of effortful control, is consistently associated with lower levels of negative affect such as sadness and distress.

METHODS

In the current paper we use a longitudinal study of children at ages 6-7 months (Time 1) and 18-20 months (Time 2) to examine how variations in candidate genes relate to emotional and self-regulatory aspects of temperament.

RESULTS

In accord with previous findings, parent ratings of orienting were positively related to positive affect only during infancy. Genetic variation in COMT was related to positive affect at Time l but not Time 2. Negative affect at both Time 1 and Time 2 was related to genetic variation in SNAP25. Genetic variation in CHRNA4 was related to Effortful Control at Time 2.

CONCLUSIONS

These findings lend support to the early modulation of emotion by aspects of orienting (Time 1) and executive attention (Time 2), and indicate that emotional reactivity and its regulation are modulated by different genes.

The etiology of science performance: decreasing heritability and increasing importance of the shared environment from 9 to 12 years of age

During childhood and adolescence, increases in heritability and decreases in shared environmental influences have typically been found for cognitive abilities. A sample of more than 2,500 pairs of twins from the Twins Early Development Study was used to investigate whether a similar pattern would be found for science performance from 9 to 12 years. Science performance was based on teacher-assessed U.K. National Curriculum standards. Science at 9 years showed high heritability (64%) and modest shared environmental (16%) estimates. In contrast to the expected developmental pattern, heritability was significantly lower at 12 years (47%) and shared environmental influences were significantly higher (32%). Understanding what these increasingly important shared environmental influences are could lead to interventions that encourage engagement in science throughout the lifespan.

Dopamine transporter gene polymorphism moderates the effects of severe deprivation on ADHD symptoms: developmental continuities in gene-environment interplay

Early institutional deprivation is a risk factor for Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms. However not all individuals are affected. We tested the hypothesis that this heterogeneity is influenced by gene x environment (GxE) interaction and that genetic polymorphisms involved in dopamine neurotransmission moderate the effects of severe early institutional deprivation on symptoms of ADHD (sADHD). Using a prospective-longitudinal design sADHD were measured at ages 6, 11, and 15 years in a sample of individuals who experienced severe institutional deprivation (up to 42 months of age) in Romanian orphanages and a non-institutionalized comparison group. Individuals were genotyped for polymorphisms in the dopamine D4 receptor (DRD4 48-bp VNTR in exon 3) and dopamine transporter gene (DAT1 haplotypes combining a 40-bp VNTR in 3'UTR and a 30-bp VNTR in intron 8). The risk for sADHD associated with early institutional deprivation was moderated by the DAT1 but not the DRD4 genotypes; an effect that was first apparent in early-, and persisted to mid-adolescence. The results (i) provide evidence for developmental continuities in G x E interaction, (ii) explain some of the heterogeneity in ADHD outcomes following institutional deprivation and, (iii) add to our understanding of environmental determinants of sADHD.

The impact of poor health on academic performance: New evidence using genetic markers

This paper examines the influence of health conditions on academic performance during adolescence. To account for the endogeneity of health outcomes and their interactions with risky behaviors we exploit natural variation within a set of genetic markers across individuals. We present evidence that specific genetic markers have good statistical properties to identify the impacts of ADHD, depression and obesity. These markers help reveal a new dynamism from poor health to lower academic achievement with substantial heterogeneity in their impacts across genders. Our investigation further exposes the considerable challenges in identifying health impacts due to the prevalence of comorbid health conditions, with clear implications for the health economics literature.

Whole brain size and general mental ability: a review

We review the literature on the relation between whole brain size and general mental ability (GMA) both within and between species. Among humans, in 28 samples using brain imaging techniques, the mean brain size/GMA correlation is 0.40 (N = 1,389; p < 10⁻¹⁰); in 59 samples using external head size measures it is 0.20 (N = 63,405; p < 10⁻¹⁰). In 6 samples using the method of correlated vectors to distill g, the general factor of mental ability, the mean r is 0.63. We also describe the brain size/GMA correlations with age, socioeconomic position, sex, and ancestral population groups, which also provide information about brain–behavior relationships. Finally, we examine brain size and mental ability from an evolutionary and behavior genetic perspective.

Genes, cognition, and communication: insights from neurodevelopmental disorders

Twin and family studies have demonstrated that most cognitive traits are moderately to highly heritable. Neurodevelopmental disorders such as dyslexia, autism, and specific language impairment (SLI) also show strong genetic influence. Nevertheless, it has proved difficult for researchers to identify genes that would explain substantial amounts of variance in cognitive traits or disorders. Although this observation may seem paradoxical, it fits with a multifactorial model of how complex human traits are influenced by numerous genes that interact with one another, and with the environment, to produce a specific phenotype. Such a model can also explain why genetic influences on cognition have not vanished in the course of human evolution. Recent linkage and association studies of SLI and dyslexia are reviewed to illustrate these points. The role of nonheritable genetic mutations (sporadic copy number variants) in causing autism is also discussed. Finally, research on phenotypic correlates of allelic variation in the genes ASPM and microcephalin is considered; initial interest in these as genes for brain size or intelligence has been dampened by a failure to find phenotypic differences in people with different versions of these genes. There is a current vogue for investigators to include measures of allelic variants in studies of cognition and cognitive disorders. It is important to be aware that the effect sizes associated with these variants are typically small and hard to detect without extremely large sample sizes.

Can Drug Treatments Enhance Learning in Subjects with Intellectual Disability?

Recent research has identified specific molecular mechanisms that might account for impaired learning in particular intellectual disability syndromes. These and other findings raise the possibility that targeted drug treatments might be developed to enhance learning in subjects with intellectual disability. This review considers strategies for developing treatments, and identifies critical issues that will need to be considered in such programmes.

No evidence that polymorphisms of brain regulator genes Microcephalin and ASPM are associated with general mental ability, head circumference or altruism

We test the hypothesis that polymorphisms of the brain regulator genes MCPH1 and ASPM contribute to variations in human brain size and its correlates. We measured general mental ability, head circumference and social intelligence in 644 Canadian adults (496 Caucasians, 36 Orientals, 84 Mixed Race/Other and 28 Blacks; 257 men and 387 women). The gene polymorphisms were assessed from buccal DNA; mental ability by Wonderlic Personnel Test and Multidimensional Aptitude Battery; head circumference by stretchless tape; and social intelligence by prosocial attitude questionnaires. Although all measures were construct valid and the allele frequencies showed expected population differences, no relationship was found between the genes and any of the criteria. Among Caucasian 18–25 year olds, for example, the two mental ability tests correlated with each other (r=0.78, N=476, p<0.001), with head circumference (r=0.17, N=182, p<0.05) and with prosocial attitudes (r=0.23, N=182, p<0.001).

A Twin Study into the Genetic and Environmental Influences on Academic Performance in Science in nine-year-old Boys and Girls

We investigated for the first time the genetic and environmental aetiology behind scientific achievement in primary school children, with a special focus on possible aetiological differences for boys and girls. For a representative community sample of 2,602 twin pairs assessed at age nine years, scientific achievement in school was rated by teachers based on National Curriculum criteria in three domains: Scientific Enquiry, Life Processes, and Physical Processes. Results indicate that genetic influences account for over 60% of the variance in scientific achievement, with environmental influences accounting for the remaining variance. Environmental influences were mainly of the non-shared variety, suggesting that children from the same family experience school environments differently. An analysis of sex differences considering differences in means, variances, and aetiology of individual differences found only differences in variance between the sexes, with boys showing greater variance in performance than girls.

Genome-wide quantitative trait locus association scan of general cognitive ability using pooled DNA and 500K single nucleotide polymorphism microarrays

General cognitive ability (g), which refers to what cognitive abilities have in common, is an important target for molecular genetic research because multivariate quantitative genetic analyses have shown that the same set of genes affects diverse cognitive abilities as well as learning disabilities. In this first autosomal genome-wide association scan of g, we used a two-stage quantitative trait locus (QTL) design with pooled DNA to screen more than 500 000 single nucleotide polymorphisms (SNPs) on microarrays, selecting from a sample of 7000 7-year-old children. In stage 1, we screened for allele frequency differences between groups pooled for low and high g. In stage 2, 47 SNPs nominated in stage 1 were tested by individually genotyping an independent sample of 3195 individuals, representative of the entire distribution of g scores in the full 7000 7-year-old children. Six SNPs yielded significant associations across the normal distribution of g, although only one SNP remained significant after a false discovery rate of 0.05 was imposed. However, none of these SNPs accounted for more than 0.4% of the variance of g, despite 95% power to detect associations of that size. It is likely that QTL effect sizes, even for highly heritable traits such as cognitive abilities and disabilities, are much smaller than previously assumed. Nonetheless, an aggregated ‘SNP set’ of the six SNPs correlated 0.11 (P < 0.00000003) with g. This shows that future SNP sets that will incorporate many more SNPs could be useful for predicting genetic risk and for investigating functional systems of effects from genes to brain to behavior.

The End of Behavioral Genetics?

Although genetic models were in the ascendance within psychology during the early 20(th) century, the association of early behavioral genetic research with the eugenics movement served to discredit the field in the eyes of many. Twin and adoption studies throughout the latter half of the 20(th) century helped to reestablish the importance of behavioral genetic models and set the stage for the current focus of the field on developing and testing models of gene-environment interplay. Research findings on developmental behavioral genetic research, gene-environment interaction, and the use of behavioral genetic models to test causal hypotheses are used to highlight the contributions of contemporary behavioral genetic research to psychological research. It is argued that future efforts to investigate models of gene-environment interplay will depend heavily of the field's ability to identify the specific genetic variants that contribute to individual differences in behavior. The anticipated yield from genome-wide association studies gives much reason to be optimistic about the future vitality of behavior genetics.

Generalist Genes: Genetic Links Between Brain, Mind, and Education

Genetics contributes importantly to learning abilities and disabilities-not just to reading, the target of most genetic research, but also to mathematics and other academic areas as well. One of the most important recent findings from quantitative genetic research such as twin studies is that the same set of genes is largely responsible for genetic influence across these domains. We call these "generalist genes" to highlight their pervasive influence. In other words, most genes found to be associated with a particular learning ability or disability (such as reading) will also be associated with other learning abilities and disabilities (such as mathematics). Moreover, some generalist genes for learning abilities and disabilities are even more general in their effect, encompassing other cognitive abilities such as memory and spatial ability. When these generalist genes are identified, they will greatly accelerate research on general mechanisms at all levels of analysis from genes to brain to behavior.