Developmental Correlates of Epigenetic and Polygenic Indices of Cognition and Educational Attainment from Birth to Young Adulthood
Fraemke, D.; Paulus, L.; Schuurmans, I.; Walter, J.- H.; Czamara, D.; Schowe, A. M.; deSteiguer, A.; Tanksley, P. T.; Okbay, A.; Moenkediek, B.; Instinske, J.; Noethen, M. M.; Disselkamp, C. K. L.; Forstner, A. J.; Binder, E. B.; Kandler, C.; Spinath, F. M.; Lindenberger, U.; Malanchini, M.; Cecil, C. A. M.; Mitchell, C.; Harden, K. P.; Tucker-Drob, E. M.; Raffington, L.
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Large-scale genomic studies have identified biomarkers of adult cognitive functioning and educational attainment, yet the developmental pathways connecting these biomarkers to adult outcomes remain unclear. Drawing on four cohorts, we examined the developmental correlates of an epigenetic index of adult cognitive function ( Epigenetic-g) alongside polygenic indices of cognition and education. Epigenetic-g and polygenic indices were uncorrelated and captured distinct variation in childrens cognitive and academic performance. Longitudinal analyses revealed that Epigenetic-g is plastic in early childhood, reaching moderate stability by adolescence, and, unlike polygenic indices, is not related to longitudinal cognitive growth. Twin models indicated that Epigenetic-g captures genetic and unique environmental variation relevant to cognitive and academic achievement that is not identified by current polygenic indices. Epigenetic indices relevant to psychological development can be generated from DNA methylation studies of adults, with most variation in these indices emerging early in life.
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