0000-0002-0280-2512
Personality Profiles of 263 Occupations
robustclearexciting
Re-theorizing sociogenomics research on the gene-by-family socioeconomic status (GxSES) interaction for educational attainment
Neither nature nor nurture: Using extended pedigree data to elucidate the origins of indirect genetic effects on offspring educational outcomes.
Heritability of class: Implications for theory and research on social mobility
clearexcitingrobust
Prioritizing embryos with lower homozygosity is expected to reduce disease risk in children of related individuals undergoing preimplantation genetic testing
Interpreting Polygenic Prediction of Cognitive Ability: Evidence for Direct, Reliable, and Portable Genetic Effects
Within-family validation of a new polygenic predictor of general cognitive ability
ImputePGTA: accurate embryo genotyping and polygenic scoring from ultra-low-pass sequencing
Comparative Evaluation of Cross-Ancestry Polygenic Risk Scoring of Type 1 Diabetes in the All of Us Cohort
Development and validation of polygenic scores for within-family prediction of disease risks
Large language models predict cognition and education close to or better than genomics or expert assessment
Polygenic prediction of occupational status GWAS elucidates genetic and environmental interplay in intergenerational transmission, careers and health in UK Biobank
How the genetics of cognitive and non-cognitive skills influence intergenerational social mobility
Neighborhood context, genes and education
What polarizes citizens? An explorative analysis of 817 attitudinal items from a non-random online panel in Germany
Disentangling Genetic and Social Pathways of the Intergenerational Transmission of Cognitive Ability – A Nuclear Twin Family Study
Conventional twin studies overestimate the environmental differences between families relevant to educational attainment
Polygenic predictions of occupational status GWAS elucidate genetic and environmental interplay for intergenerational status transmission, careers, and health
Large Language Models Predict Cognition and Education Close to or Better than Genomics or Expert Assessment
A General Cognitive Ability Factor for the UK Biobank
0000-0002-0280-2512
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