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. Author manuscript; available in PMC: 2022 Aug 3.
Published in final edited form as: Nat Hum Behav. 2020 Sep 7;5(1):49–58. doi: 10.1038/s41562-020-00936-2

Table 2.

Summary of Multivariate (Genetic g) and Univariate GWAS results.

Multivariate GWAS
Outcome Significant loci (p < 5x10-8) Independent of univariate loci Independent of Q loci Common with loci previously reported for cognitive tests and cognitively-relevant traits1 in GWAS that did not include UKB Mean χ2(1) LDSC Intercept λGC
Genetic g 30 7 27 18 1.471 0.973 1.373
Significant loci (p < 5x10-8) Independent of univariate loci Independent of genetic g loci Common with loci previously reported for cognitive tests and cognitively-relevant traits1 in GWAS that did not include UKB Mean χ2(1)
Heterogeneity (Q) 24 9 21 5 1.337
Univariate GWASs
Significant loci (p < 5x10-8) Independent of genetic g loci Independent of Q loci Mean χ2
Matrices (n=11,356) 0 - - 1.040 1.013 1.033
Memory n = 331,679) 10 9 7 1.223 1.002 1.187
Reaction Time (n = 330,024) 39 34 23 1.420 1.021 1.318
Symbol Digit (n = 87,741) 1 0 0 1.188 1.021 1.169
Trails-B (n = 78,547) 7 1 5 1.203 1.005 1.177
Tower (n = 11,263) 0 - - 1.022 1.001 1.025
VNR (n = 171,304) 89 71 83 1.640 1.025 1.471

Note: The same 7,857,346 variants were used for univariate and multivariate GWAS. Genome-wide significant loci that were 250 kb or closer were merged into a single locus. Here we report loci that are independent from each other at r2 < 0.1.

For Q, mean χ2 was calculating by converting Q statistics (which are χ2 distributed with 6 degrees of freedom) to distributed test statistics with 1 degree of freedom, and then taking their mean.

Matrices = Matrix Pattern Completion task; Memory = Memory – Pairs Matching Test; Symbol Digit = Symbol Digit Substitution Task; Trails-B = Trail Making Test – B; Tower = Tower Rearranging Task; VNR = Verbal Numerical Reasoning Test.

1

Cognitive tests and cognitively relevant traits include performance-based cognitive test scores, educational attainment, self-reported math ability, and highest math course taken.

Supplementary Tables 8–28 report the individual SNPs, loci and, for those that have been reported in previous studies, the references for the studies, and the implicated phenotypes.