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Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association

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Cognitive ability and education : How behavioural genetic research has advanced our knowledge and understanding of their association. / Malanchini, Margherita; Rimfeld, Kaili; Allegrini, Andrea G.; Ritchie, Stuart J.; Plomin, Robert.

In: Neuroscience and Biobehavioral Reviews, Vol. 111, 01.04.2020, p. 229-245.

Research output: Contribution to journalReview article

Harvard

Malanchini, M, Rimfeld, K, Allegrini, AG, Ritchie, SJ & Plomin, R 2020, 'Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association', Neuroscience and Biobehavioral Reviews, vol. 111, pp. 229-245. https://doi.org/10.1016/j.neubiorev.2020.01.016

APA

Malanchini, M., Rimfeld, K., Allegrini, A. G., Ritchie, S. J., & Plomin, R. (2020). Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association. Neuroscience and Biobehavioral Reviews, 111, 229-245. https://doi.org/10.1016/j.neubiorev.2020.01.016

Vancouver

Malanchini M, Rimfeld K, Allegrini AG, Ritchie SJ, Plomin R. Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association. Neuroscience and Biobehavioral Reviews. 2020 Apr 1;111:229-245. https://doi.org/10.1016/j.neubiorev.2020.01.016

Author

Malanchini, Margherita ; Rimfeld, Kaili ; Allegrini, Andrea G. ; Ritchie, Stuart J. ; Plomin, Robert. / Cognitive ability and education : How behavioural genetic research has advanced our knowledge and understanding of their association. In: Neuroscience and Biobehavioral Reviews. 2020 ; Vol. 111. pp. 229-245.

Bibtex Download

@article{8e5464df1e97472b96a530f62180cc35,
title = "Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association",
abstract = "Cognitive ability and educational success predict positive outcomes across the lifespan, from higher earnings to better health and longevity. The shared positive outcomes associated with cognitive ability and education are emblematic of the strong interconnections between them. Part of the observed associations between cognitive ability and education, as well as their links with wealth, morbidity and mortality, are rooted in genetic variation. The current review evaluates the contribution of decades of behavioural genetic research to our knowledge and understanding of the biological and environmental basis of the association between cognitive ability and education. The evidence reviewed points to a strong genetic basis in their association, observed from middle childhood to old age, which is amplified by environmental experiences. In addition, the strong stability and heritability of educational success are not driven entirely by cognitive ability. This highlights the contribution of other educationally relevant noncognitive characteristics. Considering both cognitive and noncognitive skills as well as their biological and environmental underpinnings will be fundamental in moving towards a comprehensive, evidence-based model of education.",
keywords = "Academic performance, Behavioural genetics, Cognitive ability, Education, Noncognitive skills",
author = "Margherita Malanchini and Kaili Rimfeld and Allegrini, {Andrea G.} and Ritchie, {Stuart J.} and Robert Plomin",
year = "2020",
month = "4",
day = "1",
doi = "10.1016/j.neubiorev.2020.01.016",
language = "English",
volume = "111",
pages = "229--245",
journal = "Neuroscience and Biobehavioral Reviews",
issn = "0149-7634",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - Cognitive ability and education

T2 - How behavioural genetic research has advanced our knowledge and understanding of their association

AU - Malanchini, Margherita

AU - Rimfeld, Kaili

AU - Allegrini, Andrea G.

AU - Ritchie, Stuart J.

AU - Plomin, Robert

PY - 2020/4/1

Y1 - 2020/4/1

N2 - Cognitive ability and educational success predict positive outcomes across the lifespan, from higher earnings to better health and longevity. The shared positive outcomes associated with cognitive ability and education are emblematic of the strong interconnections between them. Part of the observed associations between cognitive ability and education, as well as their links with wealth, morbidity and mortality, are rooted in genetic variation. The current review evaluates the contribution of decades of behavioural genetic research to our knowledge and understanding of the biological and environmental basis of the association between cognitive ability and education. The evidence reviewed points to a strong genetic basis in their association, observed from middle childhood to old age, which is amplified by environmental experiences. In addition, the strong stability and heritability of educational success are not driven entirely by cognitive ability. This highlights the contribution of other educationally relevant noncognitive characteristics. Considering both cognitive and noncognitive skills as well as their biological and environmental underpinnings will be fundamental in moving towards a comprehensive, evidence-based model of education.

AB - Cognitive ability and educational success predict positive outcomes across the lifespan, from higher earnings to better health and longevity. The shared positive outcomes associated with cognitive ability and education are emblematic of the strong interconnections between them. Part of the observed associations between cognitive ability and education, as well as their links with wealth, morbidity and mortality, are rooted in genetic variation. The current review evaluates the contribution of decades of behavioural genetic research to our knowledge and understanding of the biological and environmental basis of the association between cognitive ability and education. The evidence reviewed points to a strong genetic basis in their association, observed from middle childhood to old age, which is amplified by environmental experiences. In addition, the strong stability and heritability of educational success are not driven entirely by cognitive ability. This highlights the contribution of other educationally relevant noncognitive characteristics. Considering both cognitive and noncognitive skills as well as their biological and environmental underpinnings will be fundamental in moving towards a comprehensive, evidence-based model of education.

KW - Academic performance

KW - Behavioural genetics

KW - Cognitive ability

KW - Education

KW - Noncognitive skills

UR - http://www.scopus.com/inward/record.url?scp=85078702871&partnerID=8YFLogxK

U2 - 10.1016/j.neubiorev.2020.01.016

DO - 10.1016/j.neubiorev.2020.01.016

M3 - Review article

C2 - 31968216

AN - SCOPUS:85078702871

VL - 111

SP - 229

EP - 245

JO - Neuroscience and Biobehavioral Reviews

JF - Neuroscience and Biobehavioral Reviews

SN - 0149-7634

ER -

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