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Nov 25, 2016 11:25 AM EST

Latest UK Research Predicts Students' Academic Performance Through Their DNA

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Latest academic research at UK's King's College London aims to predict young students' academic performance in the future through a technique that involves observing genetically-based behavioral patterns or DNA variants called polygenic scoring. As per effort by the best geneticists in the said college, the research was successfully published in the journal "Molecular Psychiatry".

The controversy of science's intervention on the nature of human development has not fully reached to its peak, especially with the recently forwarded research by the King's College London genetic researchers. In fact, the researchers kicked off their research by a conclusion saying that 10% of the total achievements of a 16-year old student can actually be noted by particular gene variants.

The patterns elicited by the DNA of any child give of accurate information to the observers. In fact, this information can tell us how well or how difficult the student can manage her/her academic performance. What if you were given the chance to intervene with the student's brain development and perhaps improve his/her academic performance in the future, would you not care to grab that chance?

In other news, a previously overwhelming research discovery claims that strategic learning preferences, linguistic development and even emotional tendencies in the cognitive area have been undeniably hard-wired to the individual learner. For all we know- genes play a very special role in shaping all these cognitive elements into being, Business Insider UK reported.

In the latest research at King's College London, the geneticists came up with an innovative gene evaluation technique that involves observing or scoring genetically-based behavioral patterns. They call this technique polygenic scoring.

With their findings published in the "Molecular Psychiatry" journal, the proponents are very hopeful that this particular technique can soon be used in predicting student's academic performance. Accordingly, if methods in this technique can be used outside their expected functions of observing interactions between DNA variants, then the technique can finally intervene in the genetic process and help improve the student's academic performance in the future, Big Think reported.

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