Cognitive ability and educational success predict positive outcomes across the lifespan, from higher earnings to better health and longevity. The shared positive outcomes associated with cognitive ability and education are emblematic of the strong interconnections between them. Part of the observed associations between cognitive ability and education, as well as their links with wealth, morbidity and mortality, are rooted in genetic variation. The current review evaluates the contribution of decades of behavioural genetic research to our knowledge and understanding of the biological and environmental basis of the association between cognitive ability and education. The evidence reviewed points to a strong genetic basis in their association, observed from middle childhood to old age, which is amplified by environmental experiences. In addition, the strong stability and heritability of educational success are not driven entirely by cognitive ability. This highlights the contribution of other educationally relevant noncognitive characteristics. Considering both cognitive and noncognitive skills as well as their biological and environmental underpinnings will be fundamental in moving towards a comprehensive, evidence-based model of education.

中文翻译：

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认知能力和教育：行为遗传学研究如何增进我们对其关联的认识和理解。

认知能力和教育成功预示着整个生命周期的积极成果，从更高的收入到更好的健康和长寿。与认知能力和教育相关的共同积极成果象征着它们之间的紧密联系。观察到的认知能力和教育之间的关联，以及它们与财富、发病率和死亡率的关联，部分源于遗传变异。当前的综述评估了数十年的行为遗传学研究对我们对认知能力与教育之间关联的生物学和环境基础的认识和理解的贡献。审查的证据表明，从童年中期到老年，这种关联具有强大的遗传基础，并因环境经历而被放大。此外，教育成功的强大稳定性和遗传性并不完全由认知能力驱动。这凸显了其他与教育相关的非认知特征的贡献。考虑认知和非认知技能及其生物和环境基础对于迈向全面的、基于证据的教育模式至关重要。