Educational attainment polygenic scores, socioeconomic factors, and cortical structure in children and adolescents.
brain structure
executive function
genetics
socioeconomic factors
Journal
Human brain mapping
ISSN: 1097-0193
Titre abrégé: Hum Brain Mapp
Pays: United States
ID NLM: 9419065
Informations de publication
Date de publication:
11 2022
11 2022
Historique:
revised:
08
06
2022
received:
15
03
2022
accepted:
15
07
2022
pubmed:
28
7
2022
medline:
22
10
2022
entrez:
27
7
2022
Statut:
ppublish
Résumé
Genome-wide polygenic scores for educational attainment (PGS-EA) and socioeconomic factors, which are correlated with each other, have been consistently associated with academic achievement and general cognitive ability in children and adolescents. Yet, the independent associations of PGS-EA and socioeconomic factors with specific underlying factors at the neural and neurocognitive levels are not well understood. The main goals of this study were to examine the unique contributions of PGS-EA and parental education to cortical structure and neurocognitive skills in children and adolescents, and the associations among PGS-EA, cortical structure, and neurocognitive skills. Participants were typically developing 3- to 21-year-olds (53% male; N = 391). High-resolution, T1-weighted magnetic resonance imaging data were acquired, and cortical thickness (CT) and surface area (SA) were measured. PGS-EA were computed based on the EA3 genome-wide association study of educational attainment. Participants completed executive function, vocabulary, and episodic memory tasks. Higher PGS-EA and parental education were independently and significantly associated with greater total SA and vocabulary. Higher PGS-EA was significantly associated with greater SA in the left medial orbitofrontal gyrus and inferior frontal gyrus, which was associated with higher executive function. Higher parental education was significantly associated with greater SA in the left parahippocampal gyrus after accounting for PGS-EA and total brain volume. These findings suggest that education-linked genetics may influence SA in frontal regions, leading to variability in executive function. Associations of parental education with cortical structure in children and adolescents remained significant after controlling for PGS-EA, a source of genetic confounding.
Identifiants
pubmed: 35894163
doi: 10.1002/hbm.26034
pmc: PMC9582364
doi:
Types de publication
Journal Article
Research Support, N.I.H., Extramural
Langues
eng
Sous-ensembles de citation
IM
Pagination
4886-4900Subventions
Organisme : NIDA NIH HHS
ID : RC2 DA029475
Pays : United States
Informations de copyright
© 2022 The Authors. Human Brain Mapping published by Wiley Periodicals LLC.
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