Investigating the genetic relationship between emotion and cognition during adolescence

GEL team members working on the project: Dr Meaburn

Collaborators: Dr Iroise Dumontheil (BBK), Dr Donati (BBK)

Funded by a Birkbeck Anniversary PhD Studentship

The Project

This project explores the diversity and generality of genetic influences on higher-level cognitive traits, educational attainment and emotional regulation using the Avon Longitudinal Study of Parents and Children (ALSPAC), a longitudinal population-based cohort. 


Donati, G., Meaburn, E.L., Dumontheil, I. (2021) Internalising and externalising in early adolescence predict later executive function, not the other way around: a cross-lag analysis. Cognition and Emotion (In Press)

Donati, G., Dumontheil, I., Pain O., Asbury, K., Meaburn, E. (2021) Evidence for specificity of polygenic contributions to attainment in English, maths and science during adolescence. Sci Rep 11, 3851 (2021).

Meaburn, E.L., and Donati, G. (2020) What has behavioural genetic research told us about the origins of individual differences in educational abilities and achievements? in Thomas, M., Mareschal, D., Dumontheil, I. (Eds) Educational Neuroscience: Development Across the Life Span. Frontiers of Developmental Science series. London: Routledge (2020) 

Donati, G., Dumontheil, I., Meaburn, E. (2019) Genome‐Wide Association Study of Latent Cognitive Measures in Adolescence: Genetic Overlap With Intelligence and Education. Mind, Brain, and Education 13 (3), 224-233

Donati, G., Meaburn, E., Dumontheil, I. (2019) The specificity of associations between cognition and attainment in English, maths and science during adolescence. Learning and Individual Differences 69, 84-93