Publication Date:
2014-07-10
Description:
Article Understanding the genetic basis of cognitive traits could aid the development of numeracy and literacy skills in children. Here the authors show that reading and mathematics have a large overlapping genetic component and suggest that a child's learning environment has a key role in creating differences between them. Nature Communications doi: 10.1038/ncomms5204 Authors: Oliver S. P. Davis, Gavin Band, Matti Pirinen, Claire M. A. Haworth, Emma L. Meaburn, Yulia Kovas, Nicole Harlaar, Sophia J. Docherty, Ken B. Hanscombe, Maciej Trzaskowski, Charles J. C. Curtis, Amy Strange, Colin Freeman, Céline Bellenguez, Zhan Su, Richard Pearson, Damjan Vukcevic, Cordelia Langford, Panos Deloukas, Sarah Hunt, Emma Gray, Serge Dronov, Simon C. Potter, Avazeh Tashakkori-Ghanbaria, Sarah Edkins, Suzannah J. Bumpstead, Jenefer M. Blackwell, Elvira Bramon, Matthew A. Brown, Juan P. Casas, Aiden Corvin, Audrey Duncanson, Janusz A. Z. Jankowski, Hugh S. Markus, Christopher G. Mathew, Colin N. A. Palmer, Anna Rautanen, Stephen J. Sawcer, Richard C. Trembath, Ananth C. Viswanathan, Nicholas W. Wood, Ines Barroso, Leena Peltonen, Philip S. Dale, Stephen A. Petrill, Leonard S. Schalkwyk, Ian W. Craig, Cathryn M. Lewis, Thomas S. Price, Peter Donnelly, Robert Plomin, Chris C. A. Spencer
Electronic ISSN:
2041-1723
Topics:
Biology
,
Chemistry and Pharmacology
,
Natural Sciences in General
,
Physics
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