SuicideFuel I have no good IQ genes

[Intellau_Celistic]

 

[Intellau_Celistic]

 

[Intellau_Celistic]

 

[Intellau_Celistic]

Abstract. This study aims to investigate the interaction between problem solving skills in
mathematical words and reading comprehension. The method used is correlational by linking
reading comprehension competence and ability to solve mathematical word problems.
Participants were 300 children aged 9-10 (Grades 3 and 4) taken from 3 school clusters of low,
medium and high categories from various aspects. Reading comprehension skills in text and
children's mathematical word problem solving performance are tested. The results showed that
the ability to read comprehension had a very strong relationship with the ability to solve
mathematical word problems. The ability to understand the relationship between words and
words in a sentence that contains problems is crucial for students to solve mathematical word
problems. The school cluster chosen also influences the level of children's mathematical word
problem solving ability and reading comprehension skills. From the results of this study,
researcher recommend teaching reading and counting in elementary schools be carried out in an
integrated manner.

1. Introduction
The ability to read and count students in various countries has attracted a lot of attention from
researchers. Children's reading skills greatly affect their math skills [1]–[3]. However, not much is
known about how linguistic processes are used to solve problems in logical-mathematical reasoning.
Mathematical skills and reading skills have been shown to have a very close relationship [4]–[6].
Previous research has also shown that arithmetic difficulties are associated with the development of
reading skills. In addition, studies looking at the abilities of children with limited learning abilities have
shown that reading and math difficulties often co-exist [6], [7].
This study strengthens previous research, namely the relationship between problem-solving skills in
mathematics and reading comprehension skills. However, in this study, the two abilities were linked to
the school cluster. The reason for choosing school cluster variables in this study is that the researcher
wants to see the role of the school cluster in influencing the relationship between mathematics and
reading abilities. Previous research has shown that both skills are related to overall reasoning skills.
Strategies for testing reading and numeracy skills are the ability to classify math problems, word
structure, question types, and reading comprehension. [8]–[10]

ShieldSquare Captcha

This study analyzed the relative importance of different cognitive abilities for solving complex mathematical word problems (CWPs)—a demanding task of high relevance for diverse fields and contexts. We investigated the effects of spatial, verbal, numerical, and general reasoning abilities as well as gender on CWP performance among N = 1282 first-year university engineering students. Generalized linear mixed models unveiled significant unique effects of spatial ability, β = 0.284, verbal ability, β = 0.342, numerical ability, β = 0.164, general reasoning, β = 0.248, and an overall gender effect in favor of male students, β = 0.285. Analyses revealed negligible to small gender effects in verbal and general reasoning ability. Despite a gender effect in spatial ability, d = 0.48, and numerical ability, d = 0.30—both in favor of male students—further analyses showed that effects of all measured cognitive abilities on CWP solving were comparable for both women and men. Our results underpin that CWP solving requires a broad facet of cognitive abilities besides mere mathematical competencies. Since gender differences in CWP solving were not fully explained by differences in the four measured cognitive abilities, gender-specific attitudes, beliefs, and emotions could be considered possible affective moderators of CWP performance.

The role of spatial, verbal, numerical, and general reasoning abilities in complex word problem solving for young female and male adults - Mathematics Education Research Journal

This study analyzed the relative importance of different cognitive abilities for solving complex mathematical word problems (CWPs)—a demanding task of high relevance for diverse fields and contexts. We investigated the effects of spatial, verbal, numerical, and general reasoning abilities as...

link.springer.com

 

[Uncle Axel]

I hate shitskins

 

[Intellau_Celistic]

I hate shitskins

...

Genetic variants specific to aging-related verbal memory: Insights from GWASs in a population-based cohort - PubMed

Verbal memory is typically studied using immediate recall (IR) and delayed recall (DR) scores, although DR is dependent on IR capability. Separating these components may be useful for deciphering the genetic variation in age-related memory abilities. This study was conducted to (a) construct...

www.ncbi.nlm.nih.gov

 

[Intellau_Celistic]

I hate shitskins

I see.

 

[Intellau_Celistic]

It's meaningless for me to be mute, other than to waste my time and enjoyment, though others checked her DNA for me.

 

[Intellau_Celistic]

What is the neurobiological basis of human intelligence? The brains of some people seem to be more efficient than those of others. Understanding the biological foundations of these differences is of great interest to basic and applied neuroscience. Somehow, the secret must lie in the cells in our brain with which we think. However, at present, research into the neurobiology of intelligence is divided between two main strategies: brain imaging studies investigate macroscopic brain structure and function to identify brain areas involved in intelligence, while genetic associations studies aim to pinpoint genes and genetic loci associated with intelligence. Nothing is known about how properties of brain cells relate to intelligence. The emergence of transcriptomics and cellular neuroscience of intelligence might, however, provide a third strategy and bridge the gap between identified genes for intelligence and brain function and structure. Here, we discuss the latest developments in the search for the biological basis of intelligence. In particular, the recent availability of very large cohorts with hundreds of thousands of individuals have propelled exciting developments in the genetics of intelligence. Furthermore, we discuss the first studies that show that specific populations of brain cells associate with intelligence. Finally, we highlight how specific genes that have been identified generate cellular properties associated with intelligence and may ultimately explain structure and function of the brain areas involved. Thereby, the road is paved for a cellular understanding of intelligence, which will provide a conceptual scaffold for understanding how the constellation of identified genes benefit cellular functions that support intelligence.

Genes, Cells and Brain Areas of Intelligence

What is the neurobiological basis of human intelligence? The brains of some people seem to be more efficient than those of others. Understanding the biological foundations of these differences is of great interest to basic and applied neuroscience. Somehow, the secret must lie in the cells in...

www.frontiersin.org

 

[Intellau_Celistic]

I hate shitskins

It's your problem.

Educational attainment refers to the highest level of education that an individual has completed. This is distinct from the level of schooling that an individual is attending.

The predictive effect of IQ on educational success is even apparent if IQ is measured before any formal education, with measured correlations of IQ at the beginning of education and educational attainment six year later correlating 0.46.

Intelligence test scores and educational duration are positively correlated. Thiscorrelation could be interpreted in two ways: Students with greater propensityfor intelligence go on to complete more education, or a longer educationincreases intelligence. We meta-analyzed three categories of quasiexperimentalstudies of educational effects on intelligence: those estimatingeducation-intelligence associations after controlling for earlier intelligence,those using compulsory schooling policy changes as instrumental variables, andthose using regression-discontinuity designs on school-entry age cutoffs. Across142 effect sizes from 42 data sets involving over 600,000 participants, we foundconsistent evidence for beneficial effects of education on cognitive abilitiesof approximately 1 to 5 IQ points for an additional year of education. Moderatoranalyses indicated that the effects persisted across the life span and werepresent on all broad categories of cognitive ability studied. Education appearsto be the most consistent, robust, and durable method yet to be identified forraising intelligence.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6088505/

1000Genomes_30x	Global	Study-wide	6404	G=0.7313	T=0.2687
1000Genomes_30x	African	Sub	1786	G=0.8303	T=0.1697
1000Genomes_30x	Europe	Sub	1266	G=0.8104	T=0.1896
1000Genomes_30x	South Asian	Sub	1202	G=0.7180	T=0.2820
1000Genomes_30x	East Asian	Sub	1170	G=0.4265	T=0.5735
1000Genomes_30x	American	Sub	980	G=0.829	T=0.171

 

[Intellau_Celistic]

...

1000Genomes_30x	Global	Study-wide	6404	G=0.4811	A=0.0016, C=0.5173
1000Genomes_30x	African	Sub	1786	G=0.8863	A=0.0056, C=0.1081
1000Genomes_30x	Europe	Sub	1266	G=0.5245	A=0.0000, C=0.4755
1000Genomes_30x	South Asian	Sub	1202	G=0.2205	A=0.0000, C=0.7795
1000Genomes_30x	East Asian	Sub	1170	G=0.1359	A=0.0000, C=0.8641
1000Genomes_30x	American	Sub	980	G=0.418	A=0.000, C=0.582

Genome-wide polygenic scores (GPS) can be used to predict individual genetic risk and resilience. For example, a GPS for years of education (EduYears) explains substantial variance in cognitive traits such as general cognitive ability and educational achievement. Personality traits are also known to contribute to individual differences in educational achievement. However, the association between EduYears GPS and personality traits remains largely unexplored. Here, we test the relation between GPS for EduYears, neuroticism, and well-being, and 6 personality and motivation domains: Academic Motivation, Extraversion, Openness, Conscientiousness, Neuroticism, and Agreeableness. The sample was drawn from a U.K.-representative sample of up to 8,322 individuals assessed at age 16. We find that EduYears GPS was positively associated with Openness, Conscientiousness, Agreeableness, and Academic Motivation, predicting between 0.6% and 3% of the variance. In addition, we find that EduYears GPS explains between 8% and 16% of the association between personality domains and educational achievement at the end of compulsory education. In contrast, both the neuroticism and well-being GPS significantly accounted for between 0.3% and 0.7% of the variance in a subset of personality domains. Furthermore, they did not significantly account for any of the covariance between the personality domains and achievement, with the exception of the neuroticism GPS explaining 5% of the covariance between Neuroticism and achievement. These results demonstrate that the genetic effects of educational attainment relate to personality traits, highlighting the multifaceted nature of EduYears GPS. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

View: https://youtu.be/Ge4BEdyZ8bM?t=47

 

[Intellau_Celistic]

gnomAD - Genomes	Ashkenazi Jewish	Sub	3324	G=0.8279	A=0.1721
gnomAD - Genomes	East Asian	Sub	3124	G=0.7001	A=0.2999

 

[Intellau_Celistic]

Reference papers and your DNA​

A genome-wide association study for reading and language abilities in two population cohorts.​

Luciano M et al. 2013
To identify association of genetic variance with reading and language skills, a genome-wide association meta-analysis of two large cohorts was performed in population samples of Australian twins and siblings aged 12-25 years, and a younger cohort of children from the UK Avon Longitudinal Study of Parents and their Children. The most significant association was observed between an SNP in ABCC13 and non-word repetition, and SNPs in DAZAP1 were suggestively associated with the reading and spelling measure and the word reading measure.
www.ncbi.nlm.nih.gov/pubmed/23738518

1000Genomes_30x	Global	Study-wide	6404	A=0.7477	C=0.2523
1000Genomes_30x	African	Sub	1786	A=0.8287	C=0.1713
1000Genomes_30x	Europe	Sub	1266	A=0.7717	C=0.2283
1000Genomes_30x	South Asian	Sub	1202	A=0.7238	C=0.2762
1000Genomes_30x	East Asian	Sub	1170	A=0.6479	C=0.3521
1000Genomes_30x	American	Sub	980	A=0.717	C=0.283

1000Genomes_30x	Global	Study-wide	6404	G=0.9795	A=0.0205
1000Genomes_30x	African	Sub	1786	G=0.9972	A=0.0028
1000Genomes_30x	Europe	Sub	1266	G=0.9400	A=0.0600
1000Genomes_30x	South Asian	Sub	1202	G=0.9892	A=0.0108
1000Genomes_30x	East Asian	Sub	1170	G=1.0000	A=0.0000
1000Genomes_30x	American	Sub	980	G=0.962	A=0.038

1000Genomes_30x	Global	Study-wide	6404	T=0.4546	C=0.5454
1000Genomes_30x	African	Sub	1786	T=0.4373	C=0.5627
1000Genomes_30x	Europe	Sub	1266	T=0.5269	C=0.4731
1000Genomes_30x	South Asian	Sub	1202	T=0.4301	C=0.5699
1000Genomes_30x	East Asian	Sub	1170	T=0.4744	C=0.5256
1000Genomes_30x	American	Sub	980	T=0.399	C=0.601

 

[Intellau_Celistic]

A genome-wide association study for reading and language abilities in two population cohorts.​

Luciano M et al. 2013
To identify association of genetic variance with reading and language skills, a genome-wide association meta-analysis of two large cohorts was performed in population samples of Australian twins and siblings aged 12-25 years, and a younger cohort of children from the UK Avon Longitudinal Study of Parents and their Children. The most significant association was observed between an SNP in ABCC13 and non-word repetition, and SNPs in DAZAP1 were suggestively associated with the reading and spelling measure and the word reading measure.

A genome-wide association study for reading and language abilities in two population cohorts - PubMed

Candidate genes have been identified for both reading and language, but most of the heritable variance in these traits remains unexplained. Here, we report a genome-wide association meta-analysis of two large cohorts: population samples of Australian twins and siblings aged 12-25 years (n = 1177...

www.ncbi.nlm.nih.gov

1000Genomes_30x	Global	Study-wide	6404	C=0.8592	A=0.1408
1000Genomes_30x	African	Sub	1786	C=0.9810	A=0.0190
1000Genomes_30x	Europe	Sub	1266	C=0.7070	A=0.2930
1000Genomes_30x	South Asian	Sub	1202	C=0.7820	A=0.2180
1000Genomes_30x	East Asian	Sub	1170	C=0.9812	A=0.0188
1000Genomes_30x	American	Sub	980	C=0.783	A=0.217

1000Genomes_30x	Global	Study-wide	6404	G=0.1761	A=0.8239
1000Genomes_30x	African	Sub	1786	G=0.3723	A=0.6277
1000Genomes_30x	Europe	Sub	1266	G=0.1201	A=0.8799
1000Genomes_30x	South Asian	Sub	1202	G=0.1240	A=0.8760
1000Genomes_30x	East Asian	Sub	1170	G=0.0393	A=0.9607
1000Genomes_30x	American	Sub	980	G=0.118	A=0.882

1000Genomes_30x	Global	Study-wide	6404	T=0.9097	C=0.0903
1000Genomes_30x	African	Sub	1786	T=0.7811	C=0.2189
1000Genomes_30x	Europe	Sub	1266	T=0.9739	C=0.0261
1000Genomes_30x	South Asian	Sub	1202	T=0.9418	C=0.0582
1000Genomes_30x	East Asian	Sub	1170	T=0.9761	C=0.0239
1000Genomes_30x	American	Sub	980	T=0.943	C=0.057

1000Genomes_30x	Global	Study-wide	6404	A=0.9219	G=0.0781
1000Genomes_30x	African	Sub	1786	A=0.9938	G=0.0062
1000Genomes_30x	Europe	Sub	1266	A=0.9084	G=0.0916
1000Genomes_30x	South Asian	Sub	1202	A=0.8228	G=0.1772
1000Genomes_30x	East Asian	Sub	1170	A=0.9154	G=0.0846
1000Genomes_30x	American	Sub	980	A=0.938	G=0.062

 

[Intellau_Celistic]

(You are stupid. There's no point in posting the above data. Anyone who cares for statistics will immediately understand why)

 

[Intellau_Celistic]

...

The SNAP-25 gene is associated with cognitive ability: evidence from a family-based study in two independent Dutch cohorts.​

Gosso MF et al. 2006
Researchers conducted a family-based association study of two independent cohorts of children and adults to investigate whether the synaptosomal-associated protein of 25 kDa (SNAP-25) gene plays a role in human intelligence. The SNAP-25 gene has been reported to be related with learning and memory, which are two major components of intelligence. In total, 12 tag-SNPs were selected for genotyping. The performance IQ (PIQ) was assessed with the Dutch version of the Wechsler Intelligence Scale. The performance subtests included block design and object assembly for children and picture completion, block design, matrix reasoning and digit-symbol substitution for adults. The result showed that the G allele of rs363039 was significantly associated with higher performance IQ in the young cohort (N=381) and combined analysis of the young and adult cohort (N=652). In the combined analysis, rs363039 also showed significant associations in both verbal IQ and full-scale IQ in the same direction of effect.

1000Genomes_30x	Global	Study-wide	6404	G=0.7993	C=0.2007
1000Genomes_30x	African	Sub	1786	G=0.7402	C=0.2598
1000Genomes_30x	Europe	Sub	1266	G=0.6477	C=0.3523
1000Genomes_30x	South Asian	Sub	1202	G=0.8844	C=0.1156
1000Genomes_30x	East Asian	Sub	1170	G=0.9863	C=0.0137
1000Genomes_30x	American	Sub	980	G=0.776	C=0.224

...

 

[Intellau_Celistic]

Before I leave:

...

Intelligence in childhood, as measured by psychometric cognitive tests, is a strong predictor of many important life outcomes, including educational attainment, income, health and lifespan. Results from twin, family and adoption studies are consistent with general intelligence being highly heritable and genetically stable throughout the life course. No robustly associated genetic loci or variants for childhood intelligence have been reported. Here, we report the first genome-wide association study (GWAS) on childhood intelligence (age range 6–18 years) from 17 989 individuals in six discovery and three replication samples. Although no individual single-nucleotide polymorphisms (SNPs) were detected with genome-wide significance, we show that the aggregate effects of common SNPs explain 22–46% of phenotypic variation in childhood intelligence in the three largest cohorts (P=3.9 × 10−15, 0.014 and 0.028). FNBP1L, previously reported to be the most significantly associated gene for adult intelligence, was also significantly associated with childhood intelligence (P=0.003). Polygenic prediction analyses resulted in a significant correlation between predictor and outcome in all replication cohorts. The proportion of childhood intelligence explained by the predictor reached 1.2% (P=6 × 10−5), 3.5% (P=10−3) and 0.5% (P=6 × 10−5) in three independent validation cohorts. Given the sample sizes, these genetic prediction results are consistent with expectations if the genetic architecture of childhood intelligence is like that of body mass index or height. Our study provides molecular support for the heritability and polygenic nature of childhood intelligence. Larger sample sizes will be required to detect individual variants with genome-wide significance.

Childhood intelligence is heritable, highly polygenic and associated with FNBP1L - Molecular Psychiatry

Intelligence in childhood, as measured by psychometric cognitive tests, is a strong predictor of many important life outcomes, including educational attainment, income, health and lifespan. Results from twin, family and adoption studies are consistent with general intelligence being highly...

www.nature.com

1000Genomes_30x	Global	Study-wide	6404	G=0.7028	A=0.2972
1000Genomes_30x	African	Sub	1786	G=0.7374	A=0.2626
1000Genomes_30x	Europe	Sub	1266	G=0.8136	A=0.1864
1000Genomes_30x	South Asian	Sub	1202	G=0.6614	A=0.3386
1000Genomes_30x	East Asian	Sub	1170	G=0.5248	A=0.4752
1000Genomes_30x	American	Sub	980	G=0.760	A=0.240

 

[Intellau_Celistic]

...

KIBRA: a new gateway to learning and memory?

The genetic locus encoding KIBRA, a member of the WWC family of proteins, has recently been shown to be associated with human memory performance through genome-wide single nucleotide polymorphism screening. Gene expression analysis and a variety of functional studies have further indicated that...

www.frontiersin.org

1000Genomes_30x	Global	Study-wide	6404	C=0.4775	T=0.5225
1000Genomes_30x	African	Sub	1786	C=0.3740	T=0.6260
1000Genomes_30x	Europe	Sub	1266	C=0.6509	T=0.3491
1000Genomes_30x	South Asian	Sub	1202	C=0.7063	T=0.2937
1000Genomes_30x	East Asian	Sub	1170	C=0.2402	T=0.7598
1000Genomes_30x	American	Sub	980	C=0.445	T=0.555

 

[Intellau_Celistic]

...

The kidney and brain expressed protein (KIBRA) plays an important role in synaptic plasticity. Carriers of the T allele of the KIBRA (WWC1) gene rs17070145 C/T polymorphism have been reported to have enhanced spatial ability and to outperform individuals with the CC genotype in working memory tasks. Since ability in chess and science is directly related to spatial ability and working memory, we hypothesized that the KIBRA T allele would be positively associated with chess player status and PhD status in science. We tested this hypothesis in a study involving 2479 individuals (194 chess players, 119 PhD degree holders in STEM fields, and 2166 controls; 1417 males and 1062 females) from three ethnicities (236 Kazakhs, 1583 Russians, 660 Tatars). We found that frequencies of the T allele were significantly higher in Kazakh (66.9 vs. 55.1%; p = 0.024), Russian (44.8 vs. 32.0%; p = 0.0027), and Tatar (51.5 vs. 41.8%; p = 0.035) chess players compared with ethnically matched controls (meta-analysis for CT/TT vs. CC: OR = 2.05, p = 0.0001). In addition, none of the international chess grandmasters (ranked among the 80 best chess players in the world) were carriers of the CC genotype (0 vs. 46.3%; OR = 16.4, p = 0.005). Furthermore, Russian and Tatar PhD holders had a significantly higher frequency of CT/TT genotypes compared with controls (meta-analysis: OR = 1.71, p = 0.009). Overall, this is the first study to provide comprehensive evidence that the rs17070145 C/T polymorphism of the KIBRA gene may be associated with ability in chess and science, with the T allele exerting a beneficial effect.

KIBRA Gene Variant Is Associated with Ability in Chess and Science - PubMed

The kidney and brain expressed protein (KIBRA) plays an important role in synaptic plasticity. Carriers of the T allele of the <i>KIBRA</i> (<i>WWC1</i>) gene rs17070145 C/T polymorphism have been reported to have enhanced spatial ability and to outperform individuals with the CC genotype in...

pubmed.ncbi.nlm.nih.gov

1000Genomes_30x	Global	Study-wide	6404	C=0.4775	T=0.5225
1000Genomes_30x	African	Sub	1786	C=0.3740	T=0.6260
1000Genomes_30x	Europe	Sub	1266	C=0.6509	T=0.3491
1000Genomes_30x	South Asian	Sub	1202	C=0.7063	T=0.2937
1000Genomes_30x	East Asian	Sub	1170	C=0.2402	T=0.7598
1000Genomes_30x	American	Sub	980	C=0.445	T=0.555

 

[Intellau_Celistic]

In the contemporary high-tech society, spatial abilities predict individual life and professional success, especiallyin the STEM (Science, Technology, Engineering, and Mathematics) disciplines. According to neurobiologicalhypotheses, individual differences in cognitive abilities may be attributed to the functioning of genes involved in theregulation of neurogenesis and synaptic plasticity. In addition, genome-wide association studies identified rs17070145located in the KIBRA gene, which was associated with individual differences in episodic memory. Considering a significantrole of genetic and environmental components in cognitive functioning, the present study aimed to estimatethe main effect of NGF (rs6330), NRXN1 (rs1045881, rs4971648), KIBRA (rs17070145), NRG1 (rs6994992), BDNF (rs6265),GRIN2B (rs3764030), APOE (rs7412, rs429358), and SNAP25 (rs363050) gene polymorphisms and to assess the effect ofgene-environment interactions on individual differences in spatial ability in individuals without cognitive decline aged18–25 years (N = 1011, 80 % women). Spatial abilities were measured using a battery of cognitive tests including theassessment of “3D shape rotation” (mental rotation). Multiple regression analysis, which was carried out in the totalsample controlling for sex, ethnicity and the presence of the “risk” APOE ε4 allele, demonstrated the association of thers17070145 Т-allele in the KIBRA gene with enhanced spatial ability (β = 1.32; pFDR = 0.037) compared to carriers ofthe rs17070145 CC-genotype. The analysis of gene-environment interactions revealed that nicotine smoking (β = 3.74;p = 0.010) and urban/rural residency in childhood (β = –6.94; p = 0.0002) modulated the association of KIBRA rs17070145and АРОЕ (rs7412, rs429358) gene variants with individual differences in mental rotation, respectively. The data obtainedconfirm the effect of the KIBRA rs17070145 Т-allele on improved cognitive functioning and for the first time evidence theassociation of the mentioned genetic variant with spatial abilities in humans. A “protective” effect of the APOE ε2 alleleon enhanced cognitive functioning is observed only under certain conditions related to childhood rearing.

The role of the KIBRA and APOE genes in developing spatial abilities in humans

In the contemporary high-tech society, spatial abilities predict individual life and professional success, especially in the STEM (Science, Technology, Engineering, and Mathematics) disciplines. According to neurobiological hypotheses, individual differences ...

www.ncbi.nlm.nih.gov

 

[Intellau_Celistic]

...

Spatial navigation relies on multiple mnemonic mechanisms and previous work in younger adults has described two separate types of spatial memory. One type uses directional as well as boundary-related information for spatial memory and mainly implicates the hippocampal formation. The other type has been linked to directional and landmark-related information and primarily involves the striatum. Using a virtual reality navigation paradigm, we studied the impacts of aging and a single nucleotide polymorphism (SNP rs17070145) of the KIBRA gene (official name: WWC1) on these memory forms. Our data showed that older adult's spatial learning was preferentially related to processing of landmark information, whereas processing of boundary information played a more prominent role in younger adults. Moreover, among older adults T-allele carriers of the examined KIBRA polymorphism showed better spatial learning compared to C homozygotes. Together these findings provide the first evidence for an effect of the KIBRA rs17070145 polymorphism on spatial memory in humans and age differences in the reliance on landmark and boundary-related spatial information.

Error - Cookies Turned Off

onlinelibrary.wiley.com

 

[Intellau_Celistic]

I've tested repeatedly in the 130 range, so 126 is appropriate for now.

 

[Intellau_Celistic]

 

[Intellau_Celistic]

 

[Intellau_Celistic]

 

[Intellau_Celistic]

 

[Intellau_Celistic]

A genome-wide association study for extremely high intelligence - Molecular Psychiatry

We used a case–control genome-wide association (GWA) design with cases consisting of 1238 individuals from the top 0.0003 (~170 mean IQ) of the population distribution of intelligence and 8172 unselected population-based controls. The single-nucleotide polymorphism heritability for the extreme...

www.nature.com

 

[Intellau_Celistic]

 

[Intellau_Celistic]

Your reading ability is much lower than my own, explaining the pain I'm in. I'll help you though.

Comprehension

 

[Intellau_Celistic]

Comprehension

 

[Intellau_Celistic]

Comprehension

 

[Intellau_Celistic]

Comprehension

 

[Intellau_Celistic]

Comprehension

 

[StefiBeaLipton]

Your reading ability is much lower than my own, explaining the pain I'm in. I'll help you though.

Comprehension

View attachment 901746

This thread was going smooth until you've decided to schizopost.

 

[Intellau_Celistic]

Comprehension

 

[Intellau_Celistic]

This thread was going smooth until you've decided to schizopost.

Sadly, I have little choice.

 

[Intellau_Celistic]

Comprehension

 

[StefiBeaLipton]

Sadly, I have little choice.

View attachment 901779

It is to be understood; you had been more comprehensive lately.

 

[Intellau_Celistic]

This is a list of SNPs. For those of decent comprehension, read the frequencies.

 

[Intellau_Celistic]

It is to be understood; you had been more comprehensive lately.

Yes.

 

[Intellau_Celistic]

Subcortical intelligence: caudate volume predicts IQ in healthy adults - PubMed

This study examined the association between size of the caudate nuclei and intelligence. Based on the central role of the caudate in learning, as well as neuroimaging studies linking greater caudate volume to better attentional function, verbal ability, and dopamine receptor availability, we...

pubmed.ncbi.nlm.nih.gov

...

Subcortical intelligence: caudate volume predicts IQ in healthy adults​

This study examined the association between size of the caudate nuclei and intelligence. Based on the central role of the caudate in learning, as well as neuroimaging studies linking greater caudate volume to better attentional function, verbal ability, and dopamine receptor availability, we hypothesized the existence of a positive association between intelligence and caudate volume in three large independent samples of healthy adults (total N = 517). Regression of IQ onto bilateral caudate volume controlling for age, sex, and total brain volume indicated a significant positive correlation between caudate volume and intelligence, with a comparable magnitude of effect across each of the three samples. No other subcortical structures were independently associated with IQ, suggesting a specific biological link between caudate morphology and intelligence.

 

[Intellau_Celistic]

I don't care for simps.

 

[Intellau_Celistic]

(This was cherry-picked for self-hating incels. The actual table contains hundreds of variants more common in Africans and hundreds negative in Europeans)

 

[Intellau_Celistic]

 

[zephyr]

My IQ is 0ver

 

[Intellau_Celistic]

(This was cherry-picked for self-hating incels. The actual table contains hundreds of variants more common in Africans and hundreds negative in Europeans)

It's also for Educational Attainment, not specifically IQ.

 

[Intellau_Celistic]

My IQ is 0ver

Productivity is more important right now.

 

[Cnidoblastos]

my iq is approaching 200

 

[Intellau_Celistic]

Replication helps ensure that a genotype-phenotype association observed in a genome-wide association (GWA) study represents a credible association and is not a chance finding or an artifact due to uncontrolled biases. We discuss prerequisites for exact replication; issues of heterogeneity; advantages and disadvantages of different methods of data synthesis across multiple studies; frequentist vs. Bayesian inferences for replication; and challenges that arise from multi-team collaborations. While consistent replication can greatly improve the credibility of a genotype-phenotype association, it may not eliminate spurious associations due to biases shared by many studies. Conversely, lack of replication in well-powered follow-up studies usually invalidates the initially proposed association, although occasionally it may point to differences in linkage disequilibrium or effect modifiers across studies.

...

The strongest association was between rs324650 and performance IQ (PIQ), where the T allele was associated with an increase of 4.6 PIQ points. In parallel with a large family-based association, we observed an attenuated – although still significant – population-based association, illustrating that population stratification may decrease our chances of detecting allele–trait associations. Such a mechanism has been predicted earlier, and this article is one of the first to empirically show that family-based association methods are not only needed to guard against false positives, but are also invaluable in guarding against false negatives.

Using a test of within-family association two of the previously reported variants – rs2061174, and rs324650 – were again strongly associated with intelligence (P < 0.01). A new SNP (rs2350780) showed a trend towards significance. SNP rs324650, is located within a short interspersed repeat (SINE). Although the function of short interspersed repeats remains contentious, recent research revealed potential functionality of SINE repeats in a gene-regulatory context. Gene-expression levels in post-mortem brain material, however were not dependent on rs324650 genotype.

CHRM2 Genotype Affects Inhibitory Control Mechanisms During Cognitive Flexibility - Molecular Neurobiology

The cholinergic system is one of the most important neurotransmitter systems, but knowledge about the relevance of the cholinergic muscarinergic receptor system for cognitive functions is still scarce. Evidence suggests that the cholinergic muscarinic 2 receptor (CHRM2) plays an important role...

link.springer.com

 

[Intellau_Celistic]

Perhaps.