The Great Decline

 

Mean polygenic score of Icelanders by year of birth (Kong et al. 2017, Fig. 2)

 

Three polygenic studies have shown that cognitive ability declined among European Americans, British people, and Icelanders during the 20th century. The decline briefly stopped during the postwar baby boom and again with the liberalization of abortion laws.

 

 

How can we measure the genetic component of cognitive ability? For a long time, the only way was to administer an IQ test, but the result would inevitably be influenced by the test-taker’s environment—not only culture and life history but also familiarity with taking tests and answering questions in rapid-fire succession. Yes, twin studies and adoption studies suggest that genetic factors largely explain variation in IQ between individuals. But the same is not necessarily true for variation in IQ between populations. That could be 100% environmental.

 

Recent years have seen the advent of a direct measure of innate cognitive ability: the educational attainment polygenic score. It’s a summation of the predicted effects of genetic variants that together explain 11-13% of the variance in educational attainment among individuals (Lee et al. 2018). It’s especially suited for predicting the mean IQ of a population—the correlation is 98% with the actual mean IQ (Piffer 2019).  Polygenic data predict a mean IQ of about 85 for sub-Saharan Africans, 100 for Europeans, and 105 for East Asians. There is also variation within each of those geographic groups. Among Europeans, predicted IQ varies from 97 for southern Europeans to 102 for Finns and 110 for Ashkenazi Jews. Among sub-Saharan Africans, it seems to be higher among groups who were more advanced during precolonial times, particularly those, like the Igbo, who lived along the Niger and took part in trade between the coast and the interior (Frost 2022).

 

The above predictions should be viewed with some caution. Because the genetic variants have been identified only in people of European descent, the polygenic score is less valid for non-Europeans, particularly those of sub-Saharan African descent. It thus predicts the IQ of African Americans with five times less accuracy than that of European Americans (Lasker et al. 2019).

 

Generational change

 

In addition to predicting differences in mean IQ across space, we can do the same across time. That begs the question: were past generations as intelligent as the latest one? We can answer that question by examining past generations who are still alive. That approach, however, raises the issue of survivorship bias: people who live to an old age are generally smarter than those who do not (Gottfredson and Deary 2004).

 

Beauchamp (2016) deals with this issue point by point when he discusses polygenic data from the Health and Retirement Study (HRS), a longitudinal study of 20,000 Americans shortly before and during retirement:

 

·         The HRS participants are people who have lived to the age of 50; however, about 10% of American women and 15% of American men born in 1940 were already dead by the age of 50.

·         Thus, in Beauchamp’s sample, 85% of the original participants were still alive in 2008, 69% were asked to be genotyped, and 59% consented to be genotyped.

·         Nonetheless, no important differences emerged when he compared the genotyped participants with the total sample. 

 

European Americans

 

Beauchamp found evidence that alleles associated with high educational attainment had declined in frequency among European Americans between the 1931 and 1953 birth cohorts. “[M]y results strongly suggest that genetic variants associated with EA have slowly been selected against among both female and male Americans of European ancestry born between 1931 and 1953.”

 

That decline is attributed to differences in fertility: “individuals with high EA typically have children at a more advanced age, which may further reduce their fitness.”

 

Icelanders

 

The above findings have been replicated by Kong et al. (2017) in their study of Icelanders born since 1910. Although survivorship bias is still a problem, it does not easily explain the decline in cognitive ability between the last two cohorts, i.e., Icelanders born in the 1970s and those born in the 1980s. In that decline, any survivorship bias would be due to deaths of people less than 44 years old, and in most cases less than 36 years old. “The samples studied here were collected between 1998 and 2014, with a majority (68%) ascertained before 2006” (Kong et al, 2017, p. E729).

 

Iceland’s cognitive decline had two “pauses”: one in the 1950s and another in the 1970s. The first pause coincides with the postwar economic boom and a corresponding improvement in the ability of middle class couples to start families early in life. The second pause may reflect the passage in 1975 of Iceland’s abortion law, which, while not allowing abortion on demand, did allow it for cases of rape, mental disability of the mother, and “difficult family situation” (Wikipedia 2022)

 

Kong et al. (2017) concluded that the cognitive decline was due only in part to more intelligent Icelanders staying in school longer and postponing reproduction. In fact, a high educational level, unlike a high polygenic score, was actually associated with somewhat higher fertility among males. A high polygenic score seems to reduce fertility independently of whether one pursues or does not pursue higher education, perhaps because higher intelligence goes hand in hand with greater ability to plan ahead and thus foresee, with trepidation, the costs of raising a family. 

 

British of European descent

 

In a study of British of European origin, using the UK Biobank, Hugh-Jones and Abdellaoui. (2022) found that mean cognitive ability had declined between two successive generations, particularly in lower-income groups. The median birth year was 1950 for the second generation and unknown for the first. The authors also looked at genetic variants that influence non-cognitive traits. In general, the bulk of the population seems to be getting dumber, fatter, and nuttier.

 

The authors nonetheless warn against excessive pessimism:

 

Many people would probably prefer to have high educational attainment, a low risk of ADHD and major depressive disorder, and a low risk of coronary artery disease, but natural selection is pushing against genes associated with these traits. Potentially, this could increase the health burden on modern populations, but that depends on effect sizes.

 

The authors go on to argue that the effect sizes are “small,” although one wonders: smaller than what? They then make the obvious point that generational change can accumulate from one generation to the next: “Although effects on our measured polygenic scores are small even after weighting, individually small disadvantages can cumulate to create larger effects” (Hugh-Jones and Abdellaoui 2022). Beauchamp (2016) makes a similar comment that seems reassuring on first thought, and then not so reassuring on second thought: “natural selection has thus been occurring in that population—albeit at a rate that pales in comparison with the rapid changes that have occurred in recent generations.”

 

Finally, Hugh-Jones and Abdellaoui (2022) point out that their data may suffer from ascertainment bias. For instance, the first generation of their dataset is composed of the parents of the second generation. The dataset thus excludes the childless individuals of the first generation. Were they more intelligent or less intelligent on average than the succeeding generation? Furthermore, participation in the UK Biobank is voluntary. Could that factor also be a source of bias? If so, in what direction?

 

Conclusion

 

As time goes by, intergenerational genetic datasets will become more complete, and the problem of survivorship bias will diminish. Ideally, we should conduct a “genetic census” of each generation, perhaps by collecting a DNA sample from everyone at the time of death. We will thus be able to see how we are evolving.

 

We now have intergenerational polygenic studies from three different Western countries: the U.S., the U.K., and Iceland. In all three cases, the genetic component of cognitive ability declined during the 20th century, with the exception of two pauses: one during the postwar baby boom and the other with the liberalization of access to abortion.

 

If we wish to halt the cognitive decline, we should push for the following measures:

 

·         A return to the protected high-wage economy that prevailed during the postwar era;

·         Free access to abortion, at least for cases of rape, mental disability of either parent, and difficult economic circumstances;

·         Pro-natalist measures to counteract the fear of not having the means to support a family. This fear is particularly strong among people who like to plan and are oriented toward the future.

 

 

References

 

Beauchamp, J.P. (2016). Genetic evidence for natural selection in humans in the contemporary United States. Proceedings of the National Academy of Sciences 113(28): 7774-7779. https://doi.org/10.1073/pnas.1600398113    

 

Frost, P. (2022). Recent cognitive evolution in West Africa: the Niger’s role. Evo and Proud, April 30. https://evoandproud.blogspot.com/2022/04/recent-cognitive-evolution-in-west.html  

 

Gottfredson, L. S., and I.J. Deary. (2004). Intelligence Predicts Health and Longevity, but Why? Current Directions in Psychological Science 13(1): 1–4. https://doi.org/10.1111/j.0963-7214.2004.01301001.x

 

Hugh-Jones, D., and A. Abdellaoui. (2022). Human Capital Mediates Natural Selection in Contemporary Humans. Behavior Genetics. https://doi.org/10.1007/s10519-022-10107-w  

 

Kong, A., M.L. Frigge, G. Thorleifsson, H. Stefansson, A.I. Young, F. Zink, G.A. Jonsdottir, A. Okbay, P. Sulem, G. Masson, D.F. Gudbjartsson, A. Helgason, G. Bjornsdottir, U. Thorsteinsdottir, and K. Stefansson. (2017). Selection against variants in the genome associated with educational attainment. Proceedings of the National Academy of Sciences 114(5): E727-E732. https://doi.org/10.1073/pnas.1612113114   

 

Lasker, J., B.J. Pesta, J.G.R. Fuerst, and E.O.W. Kirkegaard. (2019). Global ancestry and cognitive ability. Psych 1(1). https://doi.org/10.3390/psych1010034    

 

Lee, J. J., Wedow, R., Okbay, A., Kong, E., Maghzian, O., Zacher, et al. (2018). Gene discovery and polygenic prediction from a genome-wide association study of educational attainment in 1.1 million individuals. Nature Genetics 50(8): 1112-1121. https://doi.org/10.1038/s41588-018-0147-3  

 

Piffer, D. (2019). Evidence for Recent Polygenic Selection on Educational Attainment and Intelligence Inferred from Gwas Hits: A Replication of Previous Findings Using Recent Data. Psych 1(1): 55-75. https://www.mdpi.com/2624-8611/1/1/5   

 

Wikipedia (2022). Abortion in Iceland. https://en.wikipedia.org/wiki/Abortion_in_Iceland