Tim Morris

The paper updates a polygenic index repository with more phenotypes, datasets, and improved causal inference methods, enhancing predictive performance and interpretability.

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 identifies genetic variants associated with income and shows they correlate with health outcomes and educational attainment.

This study assesses the longitudinal consistency and genetic architecture of non-cognitive skills in a UK cohort, finding high consistency for behavioural skills but low for others, and weak associations with educational outcomes compared to IQ.

The paper evaluates the WSP model for reducing confounding in epidemiological studies, finding it susceptible to collider bias from assortative mating and attenuating genetic associations for traits like height and education.

In 159,701 siblings from 17 cohorts, population GWAS overstate direct effects on height, education, smoking, cognition, depressive symptoms and age at first birth; clinical traits mostly agree across models.

This paper quantifies genetic nurture effects on educational outcomes, finding they are about half the size of direct genetic effects and largely explained by socioeconomic factors.

The paper shows that using a standardized reference dataset improves GWAS meta-analysis by reducing population stratification bias across different cohorts.

This paper introduces within-family Mendelian randomization methods to reduce biases from family structure and shows they yield different results compared to population-based analyses.

This study finds polygenic scores for education are less predictive of individual educational outcomes than socioeconomic factors and show limited utility for personalized education.

The paper examines how genetic correlations between education, socioeconomic position, and intelligence may arise from non-biological mechanisms and suggests methods to assess their validity.

This study estimates SNP heritability of educational attainment and value-added measures using UK birth cohort data, finding increasing heritability with age and genetic contributions to some value-added measures.