Kaili Rimfeld

This study conducts a GWAS meta-analysis of stuttering, identifying genetic links with speech disorders and highlighting shared genetic architecture across different ascertainment methods.

The paper examines genetic contributions to educational attainment and occupational status in Estonia during and after the Soviet era using the Estonian Biobank, finding increased genetic influence in education but not occupation.

This study uses genome-wide meta-regression to analyze social behavior across different contexts, ages, and reporters, identifying six genetic loci and showing modest heritability.

This study identifies 1,257 genetic variants associated with human personality traits using large-scale GWAS and finds widespread genetic correlations with behaviors and life outcomes.

This study shows non-cognitive skills mediate genetic effects on academic achievement, accounting for up to 64% of the total effect across development.

This study examines how different domains of spatial ability predict STEM educational outcomes and finds that object manipulation tests are most predictive, with genetic factors explaining most of the associations.

The paper examines how family environment mediates genetic effects on academic achievement, showing that family characteristics beyond socio-economic status influence academic outcomes through gene-environment correlation.

This study identifies genetic links between early vocabulary development and ADHD and cognition traits using genome-wide analyses.

This study shows noncognitive skills become more predictive of academic achievement over time and their genetic contribution increases with age.

This paper reviews twin studies on heritability of specific cognitive abilities, finding substantial heritability similar to general intelligence, and suggests future genomic research to predict these traits independently of general intelligence.

The paper estimates how parents' cognitive and non-cognitive skills affect offspring education through environmental effects using polygenic scores and multiple study designs.

This meta-analysis quantifies the heritability of neurodevelopmental disorders and their genetic overlap with co-occurring conditions, using over 4 million children and adolescents.

This study investigates genetic and environmental influences on 57 psychological traits in emerging adulthood using UK twins, finding significant genetic contributions and their associations with health and educational outcomes.

This study identifies genetic variants associated with antisocial behavior through a genome-wide association meta-analysis, finding significant links to FOXP2 and correlations with multiple health and behavioral traits.

The paper introduces a gamified cognitive ability measure, Pathfinder, which shows heritability and genetic prediction of general cognitive ability.

This paper improves the prediction of behaviour problems using multi-GPS, cross-age and cross-rater composites, increasing predictive variance from less than 2% to up to 6%.

This study conducts a genome-wide association meta-analysis of childhood aggression across multiple raters, instruments, and ages, identifying genetic correlations with various traits but no genome-wide significant SNPs.

This study evaluates polygenic scoring methods in a reference-standardized framework, finding that LDPred2, lassosum, and PRScs provide the best predictive performance.

This study evaluates gene expression risk scores (GeRS) for predicting neuropsychiatric and anthropometric traits, finding they improve prediction when combined with polygenic risk scores (PRS).

This study investigates how polygenic scores and environmental factors jointly predict educational achievement, finding significant gene-environment correlation but no overall gene-environment interaction.

The paper assesses spatial orientation and object-based spatial abilities in a large twin sample, finding a common genetic network underlying all spatial abilities.

The paper examines how genetic and environmental factors explain the relationship between mathematics anxiety and related traits like attitudes, abilities, and performance in adolescents.

This study examines how genomic measures and socioeconomic status predict educational achievement across school years in UK children.

The paper investigates a general dimension of psychopathology (p factor) across childhood and adolescence, finding it highly heritable and genetically stable.

The paper uses genome-wide association study summary statistics to predict cognitive traits in children, showing 11% variance in intelligence and 16% in educational achievement at age 12-16.