Margherita Malanchini

The paper examines how polygenic indices for educational attainment change across birth cohorts and regions in Germany, finding stronger associations in recent cohorts and the East but weaker effects for women.

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.

The paper examines developmental correlates of epigenetic and polygenic indices of cognition and education from birth to young adulthood, finding Epigenetic-g is plastic in early childhood and captures distinct variation from polygenic indices.

The paper examines the relationship between sleep disturbance and repetitive behaviors in neurodevelopmental conditions, finding that symptom dimensions better predict outcomes than diagnostic categories.

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 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.

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 identifies 157 genome-wide significant loci associated with non-cognitive contributions to educational attainment, explaining 57% of genetic variance.

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 evaluates the DunedinPoAm DNA methylation measure of aging pace in children and finds socioeconomic disadvantage is associated with faster aging, unlike other epigenetic clocks.

The paper uses polygenic scores to show that students from advantaged schools are more likely to take advanced math courses and persist in math, while disadvantaged schools track fewer high-potential students into advanced math.

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

The paper shows that environmental changes reveal new genetic influences on cortisol responses in children, challenging the idea that genetic variation only codes for fixed phenotypes.