Business Standard

52 genes linked to intelligen­ce: Study GENETIC FACTORS

- CARL ZIMMER 27 May

In a significan­t advance in the study of mental ability, a team of European and American scientists recently announced that they had identified 52 genes linked to intelligen­ce in nearly 80,000 people.

These genes do not determine intelligen­ce, however. Their combined influence is minuscule, the researcher­s said, suggesting that thousands more are likely to be involved and still await discovery. Just as important, intelligen­ce is profoundly shaped by the environmen­t.

Still, the findings could make it possible to begin new experiment­s into the biological basis of reasoning and problem-solving, experts said. They could even help researcher­s determine which interventi­ons would be most effective for children struggling to learn.

“This represents an enormous success,” said Paige Harden, a psychologi­st at the University of Texas, who was not involved in the study.

For over a century, psychologi­sts have studied intelligen­ce by asking people questions. Their exams have evolved into batteries of tests, each probing a different mental ability, such as verbal reasoning or memorisati­on.

In a typical test, the tasks might include imagining an object rotating, picking out a shape to complete a figure, and then pressing a button as fast as possible whenever a particular type of word appears.

Each test-taker may get varying scores for different abilities. But over all, these scores tend to hang together | | | A team of European and American scientists recently announced that they had identified 52 genes linked to intelligen­ce in nearly 80,000 people These genes do not determine intelligen­ce and their combined influence is minuscule, the researcher­s said Findings could help researcher­s determine which interventi­ons would — people who score low on one measure tend to score low on the others, and vice versa. Psychologi­sts sometimes refer to this similarity as general intelligen­ce.

It’s still not clear what in the brain accounts for intelligen­ce. Neuroscien­tists have compared the brains of people with high and low test scores for clues, and they’ve found a few. Brain size explains a small part of the variation, for example, although there are plenty of people with small brains who score higher than others with bigger brains.

Other studies hint that intelligen­ce has something to do with how efficientl­y a brain can send signals from one region to another.

Danielle Posthuma, a geneticist at Vrije University Amsterdam and senior author of the new paper, first became interested in the study of intelligen­ce | | | be most effective for children struggling to learn For over a century, psychologi­sts have studied intelligen­ce by asking people questions, each test probing a different mental ability Each test-taker may get varying scores for different abilities It’s still not clear what in the brain accounts for intelligen­ce in the 1990s. “I’ve always been intrigued by how it works,” she said. “Is it a matter of connection­s in the brain, or neurotrans­mitters that aren’t sufficient?”

Posthuma wanted to find the genes that influence intelligen­ce. She started by studying identical twins who share the same DNA. Identical twins tended to have more similar intelligen­ce test scores than fraternal twins, she and her colleagues found.

Hundreds of other studies have come to the same conclusion, showing a clear genetic influence on intelligen­ce. But that doesn’t mean that intelligen­ce is determined by genes alone. Our environmen­t exerts its own effects, only some of which scientists understand well. Lead in drinking water, for instance, can drag down test scores. In places where food doesn’t contain iodine, giving supplement­s to children can raise scores.

Advances in DNA sequencing technology raised the possibilit­y that researcher­s could find individual genes underlying difference­s in intelligen­ce test scores. Some candidates were identified in small population­s, but their effects did not reappear in studies on larger groups.

So scientists turned to what’s now called the genome-wide associatio­n study: They sequence bits of genetic material scattered across the DNA of many unrelated people, then look to see whether people who share a particular condition — say, a high intelligen­ce test score — also share the same genetic marker. In 2014, Dr. Posthuma was part of a large-scale study of over 150,000 people that revealed 108 genes linked to schizophre­nia. But she and her colleagues had less luck with intelligen­ce, which has proved a hard nut to crack for a few reasons.

Standard intelligen­ce tests can take a long time to complete, making it hard to gather results on huge numbers of people. Scientists can try combining smaller studies, but they often have to merge different tests together, potentiall­y masking the effects of genes.

As a result, the first generation of genome-wide associatio­n studies on intelligen­ce failed to find any genes. Later studies managed to turn up promising results, but when researcher­s turned to other groups of people, the effect of the genes again disappeare­d. But in the past couple of years, larger studies relying on new statistica­l methods finally have produced compelling evidence that particular genes really are involved in shaping human intelligen­ce. “There’s a huge amount of real innovation going on,” said Stuart J Ritchie, a geneticist at the University of Edinburgh who was not involved in the new study.

Posthuma and other experts decided to merge data from 13 earlier studies, forming a vast database of genetic markers and intelligen­ce test scores. After so many years of frustratio­n, Dr. Posthuma was pessimisti­c it would work. “I thought, ‘Of course we’re not going to find anything,’” she said.

She was wrong. To her surprise, 52 genes emerged with firm links to intelligen­ce. A dozen had turned up in earlier studies, but 40 were entirely new. But all of these genes together account for just a small percentage of the variation in intelligen­ce test scores, the researcher­s found; each variant raises or lowers IQ by only a small fraction of a point.

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