Biology subjects

Morris, T. T.

Publications and source records attributed to Morris, T. T..

8 recordsLinked to original sources

bioRxiv2021

Within-sibship GWAS improve estimates of direct genetic effects

Estimates from genome-wide association studies (GWAS) represent a combination of the effect of inherited genetic variation (direct effects), demography (population stratification, assortative mating) and genetic nurture from relatives (indirect genetic effects). GWAS using family-based designs can control for demography and indirect genetic effects, but large-scale family datasets have been lacking. We combined data on 159,701 siblings from 17 cohorts to generate population (between-family) and within-sibship (within-family) estimates of genome-wide genetic associations for 25 phenotypes. We demonstrate that existing GWAS associations for height, educational attainment, smoking, depressive symptoms, age at first birth and cognitive ability overestimate direct effects. We show that estimates of SNP-heritability, genetic correlations and Mendelian randomization involving these phenotypes substantially differ when calculated using within-sibship estimates. For example, genetic correlations between educational attainment and height largely disappear. In contrast, analyses of most clinical phenotypes (e.g. LDL-cholesterol) were generally consistent between population and within-sibship models. We also report compelling evidence of polygenic adaptation on taller human height using within-sibship data. Large-scale family datasets provide new opportunities to quantify direct effects of genetic variation on human traits and diseases.

genetics↗

bioRxiv2021

Genetic nurture effects on education: a systematic review and meta-analysis

Child educational development is associated with major psychological, social, economic and health milestones throughout the life course. Understanding the early origins of educational inequalities and their reproduction across generations is therefore crucial. Recent genomic studies provide novel insights in this regard, uncovering "genetic nurture" effects, whereby parental genotypes influence offsprings educational development via environmental pathways rather than genetic transmission. These findings have yet to be systematically appraised. We conducted the first systematic review and meta-analysis to quantify genetic nurture effects on educational outcomes and investigate key moderators. Twelve studies comprising 38,654 distinct parent(s)-offspring pairs or trios from eight cohorts were included, from which we derived 22 estimates of genetic nurture effects. Multilevel random effects models showed that the effect of genetic nurture on offsprings educational outcomes ({beta}genetic nurture = 0.08, 95% CI [0.07, 0.09]) was about half the size of direct genetic effects ({beta}direct genetic = 0.17, 95% CI [0.13, 0.20]). Maternal and paternal genetic nurture effects were similar in magnitude, suggesting comparable roles of mothers and fathers in determining their childrens educational outcomes. Genetic nurture effects were largely explained by parental educational level and family socioeconomic status, suggesting that genetically influenced environments play an important role in shaping child educational outcomes. Even after accounting for genetic transmission, we provide evidence that environmentally mediated parental genetic influences contribute to the intergenerational transmission of educational outcomes. Further exploring these downstream environmental pathways may inform educational policies aiming to break the intergenerational cycle of educational underachievement and foster social mobility. Public Significance StatementThis meta-analysis demonstrates that parents genetics influence their childrens educational outcomes through the rearing environments that parents provide. This "genetic nurture" effect is largely explained by family socioeconomic status and parental education level, is similar for mothers and fathers (suggesting that both parents equally shape their childrens educational outcomes) and is about half the size of direct genetic effects on childrens educational outcomes. Interventions targeting such environmental pathways could help to break the intergenerational cycle of educational underachievement and foster social mobility.

genetics↗

bioRxiv2020

Population stratification in GWAS meta-analysis should be standardized to the best available reference datasets

Population stratification has recently been demonstrated to bias genetic studies even in relatively homogeneous populations such as within the British Isles. A key component to correcting for stratification in genome-wide association studies (GWAS) is accurately identifying and controlling for the underlying structure present in the sample. Meta-analysis across cohorts is increasingly important for achieving very large sample sizes, but comes with the major disadvantage that each individual cohort corrects for different population stratification. Here we demonstrate that correcting for structure against an external reference adds significant value to meta-analysis. We treat the UK Biobank as a collection of smaller studies, each of which is geographically localised. We provide software to standardize an external dataset against a reference, provide the UK Biobank principal component loadings for this purpose, and demonstrate the value of this with an analysis of the geographically sampled ALSPAC cohort.

genetics↗

bioRxiv2020

Assortative mating and within-spouse pair comparisons

Comparisons between cohabitating spouses have been proposed as an aetiological design method to reduce confounding and evaluate effects of the shared adulthood environment. However, assortative mating, a phenomenon where individuals select phenotypically similar mates, could distort associations. We evaluated the use of spousal comparisons, as in the within-spouse pair (WSP) model, for aetiological epidemiological research. Using directed acyclic graphs and simulations, we demonstrated that the WSP model can reduce confounding if spouses are correlated for an unmeasured confounder, but that WSP comparisons are susceptible to collider bias induced by assortative mating. Empirical analyses using spouse pairs in UK Biobank found evidence that genetic association estimates from the WSP model are attenuated compared to random pairs for single nucleotide polymorphisms (SNPs) associated with height (shrinkage: 23%; 95% CI 20%, 25%), educational attainment (74%; 95% CI 66%, 81%) and body mass index (23%; 95% CI 14%, 32%) as well as for an alcohol consumption SNP (29%, 95% CI 5%, 46%). Some of these attenuations are likely to reflect effects of assortative mating because height and educational attainment are unlikely to be strongly influenced by the adulthood environment. In contrast, effect estimates of increasing age on coronary artery disease and systolic blood pressure were found to be concordant between random and spouse pairs. Assortative mating is likely to induce phenotypic and genetic structure between an individual and their spouse which complicates the interpretation of spousal comparisons in an aetiological context. A further consideration is that the joint participation of non-independent spouses in cohort studies could induce selection bias.

genetics↗

bioRxiv2019

Can education be personalised using pupils’ genetic data?

The increasing predictive power of polygenic scores for education has led to their promotion by some as a potential tool for genetically informed policy. How well polygenic scores predict educational performance conditional on other phenotypic data is however not well understood. Using data from a UK cohort study, we investigated how well polygenic scores for education predicted pupils realised achievement over and above phenotypic data that are available to schools. Across our sample, prediction of educational outcomes from polygenic scores were inferior to those from parental socioeconomic factors. There was high overlap between the polygenic score and achievement distributions, leading to weak predictive accuracy at the individual level. Furthermore, conditional on prior achievement polygenic scores were not predictive of later achievement. Our results suggest that while polygenic scores can be informative for identifying group level differences, they currently have limited use for predicting individual educational performance or for personalised education.

genetics↗

bioRxiv2019

Why are education, socioeconomic position and intelligence genetically correlated?

Genetic associations and correlations are perceived as confirmation that genotype influences one or more phenotypes respectively. However, genetic correlations can arise from non-biological or indirect mechanisms including population stratification, dynastic effects, and assortative mating. In this paper, we outline these mechanisms and demonstrate available tools and analytic methods that can be used to assess their presence in estimates of genetic correlations and genetic associations. Using educational attainment and parental socioeconomic position data as an exemplar, we demonstrate that both heritability and genetic correlation estimates may be inflated by these indirect mechanisms. The results highlight the limitations of between-individual estimates obtained from samples of unrelated individuals and the potential value of family-based studies. Use of the highlighted tools in combination with within-sibling or mother-father-offspring trio data may offer researchers greater opportunity to explore the underlying mechanisms behind genetic associations and correlations and identify the underlying causes of estimate inflation.

genetics↗

bioRxiv2018

Investigating the phenotypic consistency and genetic architecture of noncognitive skills.

Non-cognitive skills have previously been associated with a range of health and socioeconomic outcomes, though there has been considerable heterogeneity in published research. Many studies have used cross sectional data and therefore the longitudinal consistency of measures designed to capture non-cognitive skills is poorly understood. Using data from a UK cohort, we assess the consistency of non-cognitive skills over a 17-year period throughout childhood and adolescence, their genomic architecture, and their associations with socioeconomic outcomes. We find that longitudinal measurement consistency is high for behavioural and communication skills but low for other non-cognitive skills, implicating a high noise to signal ratio for many non-cognitive skills. Consistent non-zero heritability estimates and genetic correlations applied to cross-sectional measures are observed only for behavioural difficulties. When aggregating across multiple measurements, we find evidence of low heritability [Formula] for behaviour, communication, self-esteem and locus of control. We find weak correlations between aggregate measures of skills, further supporting cross-sectional measurement error in the non-cognitive measures. Associations between non-cognitive skills and educational outcomes are observed for skills measured in mid to late childhood and these are at most a third of the size of IQ-education associations. These results suggest that individual measures designed to capture non-cognitive skills may be subject to considerable measurement error and provide unreliable indicators of childrens skills. However, aggregate measures that leverage longitudinal data may more reliably identify underlying non-cognitive traits.

genetics↗

bioRxiv2017

Examining the genetic influences of educational attainment and the validity of value-added measures of progress

In this study, we estimate (i) the SNP heritability of educational attainment at three time points throughout the compulsory educational lifecourse; (ii) the SNP heritability of value-added measures of educational progress built from test data; and (iii) the extent to which value-added measures built from teacher rated ability may be biased due to measurement error. We utilise a genome wide approach using generalized restricted maximum likelihood (GCTA-GREML) to determine the total phenotypic variance in educational attainment and value-added measures that is attributable to common genetic variation across the genome within a sample of unrelated individuals from a UK birth cohort, the Avon Longitudinal Study of Parents and Children. Our findings suggest that the heritability of educational attainment measured using point score test data increases with age from 47% at age 11 to 61% at age 16. We also find that genetic variation does not contribute towards value-added measures created only from educational attainment point score data, but it does contribute a small amount to measures that additionally control for background characteristics (up to 20.09% [95%CI: 6.06 to 35.71] from age 11 to 14). Finally, our results show that value-added measures built from teacher rated ability have higher heritability than those built from exam scores. Our findings suggest that the heritability of educational attainment increases through childhood and adolescence. Value-added measures based upon fine grain point scores may be less prone to between-individual genomic differences than measures that control for students backgrounds, or those built from more subjective measures such as teacher rated ability.

genetics↗