2010-hatemi.pdf: “Not by Twins Alone: Using the Extended Family Design to Investigate Genetic Influence on Political Beliefs”, (2020-07-01; ):
Variance components estimates of political and social attitudes suggest a substantial level of genetic influence, but the results have been challenged because they rely on data from twins only. In this analysis, we include responses from parents and nontwin full siblings of twins, account for measurement error by using a panel design, and estimate genetic and environmental variance by maximum-likelihood structural equation modeling. By doing so, we address the central concerns of critics, including that the twin-only design offers no verification of either the equal environments or random mating assumptions. Moving beyond the twin-only design leads to the conclusion that for most political and social attitudes, genetic influences account for an even greater proportion of individual differences than reported by studies using more limited data and more elementary estimation techniques. These findings make it increasingly difficult to deny that—however indirectly—genetics plays a role in the formation of political and social attitudes.
Genome-wide association study results have yielded evidence for the association of common genetic variants with crude measures of completed educational attainment in adults. Whilst informative, these results do not inform as to the mechanism of these effects or their presence at earlier ages and where educational performance is more routinely and more precisely assessed. Single nucleotide polymorphisms exhibiting genome-wide statistically-significant associations with adult educational attainment were combined to derive an unweighted allele score in 5,979 and 6,145 young participants from the Avon Longitudinal Study of Parents and Children with key stage 3 national curriculum test results (SATS results) available at age 13 to 14 years in English and mathematics respectively. Standardised (z-scored) results for English and mathematics showed an expected relationship with sex, with girls exhibiting an advantage over boys in English (0.433 SD (95%CI 0.395, 0.470), p <10−10) with more similar results (though in the opposite direction) in mathematics (0.042 SD (95% 0.004, 0.080), p = 0.030). Each additional adult educational attainment increasing allele was associated with 0.041 SD (95% 0.020, 0.063), p = 1.79×10−04 and 0.028 SD (95% 0.007, 0.050), p = 0.01 increases in standardised SATS score for English and mathematics respectively. Educational attainment is a complex multifactorial behavioural trait which has not had heritable contributions to it fully characterised. We were able to apply the results from a large study of adult educational attainment to a study of child exam performance marking events in the process of learning rather than realised adult end product. Our results support evidence for common, small genetic contributions to educational attainment, but also emphasise the likely lifecourse nature of this genetic effect. Results here also, by an alternative route, suggest that existing methods for child examination are able to recognise early life variation likely to be related to ultimate educational attainment.
Previous research has revealed a moderate and positive correlation between procrastination and impulsivity. However, little is known about why these two constructs are related. In the present study, we used behavior-genetics methodology to test three predictions derived from an evolutionary account that postulates that procrastination arose as a by-product of impulsivity: (a) Procrastination is heritable, (b) the two traits share considerable genetic variation, and (c) goal-management ability is an important component of this shared variation. These predictions were confirmed. First, both procrastination and impulsivity were moderately heritable (46% and 49%, respectively). Second, although the two traits were separable at the phenotypic level (r = 0.65), they were not separable at the genetic level (r genetic = 1.0). Finally, variation in goal-management ability accounted for much of this shared genetic variation. These results suggest that procrastination and impulsivity are linked primarily through genetic influences on the ability to use high-priority goals to effectively regulate actions.
http://www.meteo.mcgill.ca/~huardda/articles/fernbach13.pdf: “Political Extremism Is Supported by an Illusion of Understanding”
“Toward a Theory of Revolution”, (1962-02):
Revolutions are most likely to occur when a prolonged period of objective economic and social development is followed by a short period of sharp reversal. People then subjectively fear that ground gained with great effort will be quite lost; their mood becomes revolutionary. The evidence from Dorr’s Rebellion, the Russian Revolution, and the Egyptian Revolution supports this notion; tentatively, so do data on other civil disturbances. Various statistics—as on rural uprisings, industrial strikes, unemployment, and cost of living—may serve as crude indexes of popular mood. More useful, though less easy to obtain, are direct questions in cross-sectional interviews. The goal of predicting revolution is conceived but not yet born or mature
A meta-analytic review of empirical studies that have investigated incubation effects on problem solving is reported. Although some researchers have reported increased solution rates after an incubation period (ie., a period of time in which a problem is set aside prior to further attempts to solve), others have failed to find effects. The analysis examined the contributions of moderators such as problem type, presence of solution-relevant or misleading cues, and lengths of preparation and incubation periods to incubation effect sizes. The authors identified a positive incubation effect, with divergent thinking tasks benefiting more than linguistic and visual insight tasks from incubation. Longer preparation periods gave a greater incubation effect, whereas filling an incubation period with high cognitive demand tasks gave a smaller incubation effect. Surprisingly, low cognitive demand tasks yielded a stronger incubation effect than did rest during an incubation period when solving linguistic insight problems. The existence of multiple types of incubation effect provides evidence for differential invocation of knowledge-based vs. strategic solution processes across different classes of problem, and it suggests that the conditions under which incubation can be used as a practical technique for enhancing problem solving must be designed with care.
In 11 studies, we found that participants typically did not enjoy spending 6 to 15 minutes in a room by themselves with nothing to do but think, that they enjoyed doing mundane external activities much more, and that many preferred to administer electric shocks to themselves instead of being left alone with their thoughts. Most people seem to prefer to be doing something rather than nothing, even if that something is negative.