Genetics and educational attainment

David Cesarini, Peter M. Visscher

    Research output: Contribution to journalReview articlepeer-review


    We explore how advances in our understanding of the genetics of complex traits such as educational attainment could constructively be leveraged to advance research on education and learning. We discuss concepts and misconceptions about genetic findings with regard to causes, consequences, and policy. Our main thesis is that educational attainment as a measure that varies between individuals in a population can be subject to exactly the same experimental biological designs as other outcomes, for example, those studied in epidemiology and medical sciences, and the same caveats about interpretation and implication apply.

    Original languageEnglish (US)
    Article number4
    Journalnpj Science of Learning
    Issue number1
    StatePublished - Dec 2017

    ASJC Scopus subject areas

    • Education
    • Developmental Neuroscience


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