Work

Erratum: Predicting educational achievement from DNA

Year: 2017

Type: erratum

Abstract: Correction to: Molecular Psychiatry (2017) 22: 267–272; doi: 10.1038/mp.2016.107 Following publication, the authors noticed that some information in the Acknowledgements section was presented incorrectly or omitted. The updated Acknowledgements section follows. We gratefully acknowledge the ongoing contribution of the participants in the Twins Early Development Study (TEDS) and their families.

Source: Molecular Psychiatry

DOI: 10.1038/mp.2017.203

Authors: S Selzam, E Krapohl, S von Stumm, P F O'Reilly, K Rimfeld, Y Kovas, P S Dale, J J Lee, R Plomin

Institution: Goldsmiths University of London

Language: English

Topic: Genetic Associations and Epidemiology

Subfield: Genetics

Field: Biochemistry, Genetics and Molecular Biology

Domain: Life Sciences

Open Access status: hybrid

Estimated APC paid: $5,490

Funders: European Commission, National Institutes of Health, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, Medical Research Council, Eunice Kennedy Shriver National Institute of Child Health and Human Development

Awards: G2496263360, G2761558319, G2973790809, G3207356259, G393177772, G4449678476, Aggression in Children: Unraveling gene-environment interplay to inform Treatment and InterventiON strateg, G4590952238, G463724992, Genetics of Mathematical Cognition and Disabilities, Origins of learning difficulties and behaviour problems: from behavioural genetics to behavioural genomics., G4921234783, G536866722, G5702163051, G7624716486, G7716769900, Genetics, school environments and cognitive development

OpenAlex ID: W2473590363

Cites: 37

Cited by: 124

Related to: 10