Biology subjects

Lyngstad, T. H.

Publications and source records attributed to Lyngstad, T. H..

4 recordsLinked to original sources

bioRxiv2025

Beyond years of schooling: Shifting genetic influences across educational milestones in two Norwegian cohorts

Although educational attainment is heritable, its conventional measurement in genetic research as years of education (EduYears) is not designed to reveal potential stage-specific genetic influences across discrete milestones. In two Norwegian cohorts (Norwegian Mother, Father and Child Cohort Study, N = 120,527; Norwegian Twin Registry, N = 8,910), we quantified the genetic contributions to completing high school, bachelors, masters and PhD using genome-wide association studies (GWAS), polygenic indices (PGIs) and twin models. Transition-specific analyses, conditioning on prior success, revealed that observed-scale common-variant heritability (h2SNP) and PGI predictability followed an inverse-U pattern, peaking at the transition into higher education (h2SNP {approx} 0.14; R2Tjur {approx} 0.05) before declining for postgraduate degrees. Genetic correlations (rg) with large-scale GWAS of EduYears (EA4) and intelligence (IQ3) were high for early transitions but declined markedly for later ones (e.g., rg with EA4 from {approx} 0.92 to {approx} 0.38). In cumulative analyses, aggregating liability across prior milestones, the gap between twin- and SNP-based heritability narrowed at higher levels of attainment (h2twin {approx} 0.6[->]0.3; h2SNP {approx} 0.22[->]0.19), while the genetic overlap between distant milestones diminished (rg {approx} 0.92[->]0.71). These patterns, obscured by EduYears metrics, highlight a dynamic genetic architecture across educational milestones, refining polygenic prediction and addressing misconceptions about uniform genetic influences on educational progression.

genetics↗

bioRxiv2025

Genetic basis of partner choice

Previous genetic studies of human assortative mating have primarily focused on searching for its genomic footprint but have revealed limited insights into its biological and social mechanisms. Combining insights from the economics of the marriage market with advanced tools in statistical genetics, we perform the first genome-wide association study (GWAS) on a latent index for partner choice. Using 206,617 individuals from four global cohorts, we uncover phenotypic characteristics and social processes underlying assortative mating. We identify a broadly robust genetic component of the partner choice index between sexes and several countries and identify its genetic correlates. We also provide solutions to reduce assortative mating-driven biases in genetic studies of complex traits by conditioning GWAS summary statistics on the genetic associations with the latent partner choice index.

genetics↗

bioRxiv2021

Birth Order Differences in Education Are Environmental in Origin

Siblings share many environments and much of their genetics. Yet, siblings turn out different. Intelligence and education are influenced by birth order, with earlier-born siblings outperforming later-borns. We investigate whether birth order differences in education are caused by biological differences present at birth, that is, genetic differences or in-utero differences. Using family data that spans two generations, combining registry, survey, and genotype information, this study is based on the Norwegian Mother, Father and Child Cohort Study (MoBa). We show that there are no genetic differences by birth order as captured by polygenic scores (PGSs) for educational attainment. Furthermore, we show that earlier-born have lower birth weight than later-born, indicating worse uterine environments. Educational outcomes are still higher for earlier-born children when we adjust for PGSs and in utero variables, indicating that birth order differences arise post-natally. Finally, we consider potential environmental influences, such as differences according to maternal age, parental educational attainment, and sibling genetic nurture. We show that birth order differences are not biological in origin, but pinning down their specific causes remains elusive.

genetics↗

bioRxiv2020

Education and income show heterogeneous relationships to lifespan brain and cognitive differences across European and US cohorts

Socio-economic status (SES) has been proposed to have facilitating and protective effects on brain and cognition. Here we show that relationships between SES, brain volumes and general cognitive ability differ significantly across European and US cohorts (4-97 years, N {approx} 500,000; 54,000 with brain imaging). Education was positively related to intracranial (ICV) and total brain gray matter (GM) volume. Income was related to ICV, but not GM. Relationships varied significantly across samples, and SES was more strongly related to brain and cognition in US than European cohorts. Differences in neuroanatomical volumes explained part of the SES-cognition relationships. SES was more strongly related to ICV than to GM, implying that SES-cognition relations in adulthood are less likely grounded in neuroprotective effects on GM volume in aging. Rather, a relationship may be established early in life. The findings underscore that SES has no uniform association with, or impact on, brain and cognition.

neuroscience↗