Author

Philip S. Dale

University of New MexicoORCID 0000-0002-7697-8510Unclaimed ORCID profile · follow to get notified of new preprints

Biology Disciplines

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Organism:human· 10 Approach:statistical model· 10 Assay:GWAS summary statistics· 6 Research Focus:GWAS / association mapping· 4 Research Focus:polygenic risk· 4 Research Focus:gene regulatory network inference· 2 Approach:benchmark study· 1 Research Focus:benchmarking· 1

Frequent Co-Authors

Kaili RimfeldiD· 6 shared Robert J. PlominiD· 6 shared Beate St. PourcainiD· 5 shared Chin Yang ShaplandiD· 5 shared Ellen VerhoefiD· 5 shared Andrew J. McMillaniD· 4 shared Margherita MalanchiniiD· 4 shared Simon E. FisheriD· 4 shared

Activity by Year

2019-2026 · peak 4/yr

Co-Author Collaboration Network

10 top collaborators · 30 mutual co-author links

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6 shared papersGenetics

Kaili RimfeldORCID

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Author profile →

10 papers

Recent·Most cited

Revisiting genetic associations with educational outcomes during and after the Soviet era in Estonia

Ivan A. Kuznetsov, Margherita Malanchini, Oliver Pain, Jonathan R. I. Coleman, Philip S. Dale, Jean‐Baptiste Pingault, Kathleen Rastle, Peeter Hõrak, Robert J. Plomin, Andres Metspalu, Kelli Lehto, Vasili Pankratov, Kaili Rimfeld

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.

bioRxiv · Sep 7, 2026 · PreprintGenetics

Genome-wide analyses of vocabulary size in infancy and toddlerhood: associations with Attention-Deficit/Hyperactivity Disorder and cognition-related traits

Ellen Verhoef, Andrea G. Allegrini, Philip R. Jansen, Katherine Lange, Carol A. Wang, Angela Tamsin Morgan, Tarunveer S. Ahluwalia, Christos Symeonides, Ole A. Andreassen, Meike Bartels, Dorret Irene Boomsma, Philip S. Dale, Erik Ehli, Dietmar Fernandez-Orth, Mònica Guxens, , Beate St. Pourcain

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

Biological Psychiatry · Dec 7, 2023Peer-reviewedGenomics

The winding roads to adulthood: a twin study

Kaili Rimfeld, Margherita Malanchini, Amy E. Packer, Agnieszka Gidziela, Andrea G. Allegrini, Ziada Ayorech, Emily Smith‐Woolley, Andrew J. McMillan, Rachel Ogden, Philip S. Dale, Thalia Catherine Eley, Robert J. Plomin

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.

JCPP Advances · Dec 1, 2021Peer-reviewedGenetics

Pathfinder: A gamified measure to integrate general cognitive ability into the biological, medical, and behavioural sciences

Margherita Malanchini, Kaili Rimfeld, Agnieszka Gidziela, Rosa Cheesman, Andrea G. Allegrini, Nicholas G. Shakeshaft, Kerry L. Schofield, Amy E. Packer, Rachel Ogden, Andrew J. McMillan, Stuart James Ritchie, Philip S. Dale, Thalia Catherine Eley, Sophie von Stumm, Robert J. Plomin

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

Molecular Psychiatry · Oct 1, 2021Peer-reviewedGenetics

The Multivariate Genome-wide Architecture of Interrelated Literacy, Language and Working Memory Skills Reveals Distinct Etiologies

Chin Yang Shapland, Ellen Verhoef, George Davey Smith, Simon E. Fisher, Brad Verhulst, Philip S. Dale, Beaté St Pourcain

The paper models genetic relationships between literacy, language, and working memory skills in UK youth, identifying shared and distinct genetic factors.

npj Science of Learning · Aug 19, 2021Peer-reviewedGenetics

The developmental genetic architecture of vocabulary skills during the first three years of life: Capturing emerging associations with later-life reading and cognition

Ellen Verhoef, Chin Yang Shapland, Simon E. Fisher, Philip S. Dale, Beaté St Pourcain

This paper investigates the genetic architecture of early vocabulary skills and their associations with later-life reading and cognitive abilities using longitudinal data from 6,524 children.

PLoS Genetics · Feb 12, 2021Peer-reviewedGenetics

The amplification of genetic factors for early vocabulary during children's language and literacy development

Ellen Verhoef, Chin Yang Shapland, Simon E. Fisher, Philip S. Dale, Beaté St Pourcain

The paper quantifies genetic amplification and innovation in language development using structural equation models, finding early vocabulary genetics explain significant variation in later cognitive and literacy skills.

Journal of Child Psychology and Psychiatry · Sep 14, 2020Peer-reviewedGenetics

Evidence for a unitary structure of spatial cognition beyond general intelligence.

Margherita Malanchini, Kaili Rimfeld, Nicholas G. Shakeshaft, Andrew J. McMillan, Kerry L. Schofield, Maja Rodic, Valerio Rossi, Yulia V. Kovas, Philip S. Dale, Elliot M. Tucker–Drob, Robert J. Plomin

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

npj Science of Learning · Jul 2, 2020Peer-reviewedGenetics

Predicting educational achievement from genomic measures and socioeconomic status

Sophie von Stumm, Emily Smith‐Woolley, Ziada Ayorech, Andrew J. McMillan, Kaili Rimfeld, Philip S. Dale, Robert J. Plomin

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

Developmental Science · Nov 23, 2019Peer-reviewedGenomics

Disentangling genetically confounded polygenic associations between Attention-Deficit/Hyperactivity Disorder, literacy and language

Ellen Verhoef, Ditte Demontis, Stephen Burgess, Chin Yang Shapland, Philip S. Dale, Aysu Okbay, Benjamin M. Neale, Stephen V. Faraone, Esben Agerbo, Thomas D. Als, Marie Bækved-Hansen, Rich Belliveau, Anders Dupont Børglum, Jonas Bybjerg‐Grauholm, Felecia E. Cerrato, , Beaté St Pourcain

The paper investigates polygenic associations between ADHD and literacy/language abilities, finding that genetic confounding with educational attainment masks ADHD-specific reading impairments.

Translational Psychiatry · Jan 24, 2019Peer-reviewedGenetics