npj Science of Learning ( IF 3.6 ) Pub Date : 2017-02-01 , DOI: 10.1038/s41539-017-0005-6 David Cesarini 1 , Peter M Visscher 2, 3
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We explore how advances in our understanding of the genetics of complex traits such as educational attainment could constructively be leveraged to advance research on education and learning. We discuss concepts and misconceptions about genetic findings with regard to causes, consequences, and policy. Our main thesis is that educational attainment as a measure that varies between individuals in a population can be subject to exactly the same experimental biological designs as other outcomes, for example, those studied in epidemiology and medical sciences, and the same caveats about interpretation and implication apply.
中文翻译：
遗传学和教育程度
我们探索如何建设性地利用我们对教育程度等复杂特征的遗传学理解的进步来推进教育和学习的研究。我们讨论有关基因发现的原因、后果和政策的概念和误解。我们的主要论点是，教育程度作为一种在人群中个体之间存在差异的衡量标准，可以与其他结果（例如流行病学和医学研究的结果）进行完全相同的实验生物学设计，以及关于解释和含义的相同警告申请。
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