Jean‐Baptiste Pingault

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.

Across 15 cohorts (birth to 24 years), 20 epigenetic clocks and eight brain age models predicted chronological age modestly, stabilizing by middle childhood; their age residuals were weakly associated.

This study investigates whether genetic birthweight predisposition, through direct or indirect effects, is associated with DNA methylation at birth and identifies six methylation sites linked to maternal indirect effects.

This paper identifies and prioritizes drug targets for major depressive disorder using genetic methods, finding that 82% of approved depression/anxiety drugs have significant genetic targets.

This study estimates direct and indirect genetic effects on pediatric anthropometric traits in a Dutch cohort, finding significant direct effects but limited indirect genetic nurture influence.

This paper evaluates the impact of participation bias in the UK Biobank by applying inverse probability weighting to genome-wide association analyses, revealing significant distortions in genetic correlations and Mendelian Randomization estimates.

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

The paper estimates the variance explained by DNA methylation at birth for childhood phenotypes using GREML, finding moderate to large contributions for gestational age and birth weight but near-zero for BMI, IQ, and ADHD symptoms.

This study investigates how genetic and early environmental factors influence retrospective self-reports of childhood trauma and their association with psychopathology risk.

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 quantifies genetic confounding in epidemiological associations between maternal education and child outcomes, showing significant attenuation when adjusting for polygenic scores and heritability estimates.

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.

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

This study identifies shared genetic variants between ASD and ADHD using multivariate genomic analyses and finds 7 novel SNPs and 4 novel genes associated with both disorders.

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

This study compares within- and between-family polygenic score predictions for eight life outcomes in DZ twins, finding that cognitive traits show greater between-family prediction, which is explained by socio-economic status.

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.