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Biology subjects

Rogeberg, O.

Publications and source records attributed to Rogeberg, O..

2 recordsLinked to original sources

Punctuated memory change: The temporal dynamics and brain basis of memory stability in aging

Are there individuals who resist episodic memory decline into older age? Analyzing 728,000 memory tests from 80,000 participants with at least 4 assessments, we introduce a simulation-calibrated framework to identify genuine memory stability. Across cohorts and models, [~]10% of adults [≥]70 years showed stable performance over a decade. In an MRI subgroup (n{approx}2,000), stable performers exhibited lower rates of brain atrophy across widespread regions, anchoring cognitive stability in structural brain maintenance. However, stability was often transient rather than trait-like: many individuals followed trajectories with extended plateaus of stable performance punctuated by episodes of accelerated decline. Accordingly, 54% showed at least one period of observed stability, averaging 10 years, whereas only 0.4% upheld stable performance over 24 years under the strictest definition. These findings are consistent with a complex-systems model of cognitive aging in which decline often reflects critical transitions rather than continuous erosion.

neuroscience↗

Beyond years of schooling: Shifting genetic influences across educational milestones in two Norwegian cohorts

Although educational attainment is heritable, its conventional measurement in genetic research as years of education (EduYears) is not designed to reveal potential stage-specific genetic influences across discrete milestones. In two Norwegian cohorts (Norwegian Mother, Father and Child Cohort Study, N = 120,527; Norwegian Twin Registry, N = 8,910), we quantified the genetic contributions to completing high school, bachelors, masters and PhD using genome-wide association studies (GWAS), polygenic indices (PGIs) and twin models. Transition-specific analyses, conditioning on prior success, revealed that observed-scale common-variant heritability (h2SNP) and PGI predictability followed an inverse-U pattern, peaking at the transition into higher education (h2SNP {approx} 0.14; R2Tjur {approx} 0.05) before declining for postgraduate degrees. Genetic correlations (rg) with large-scale GWAS of EduYears (EA4) and intelligence (IQ3) were high for early transitions but declined markedly for later ones (e.g., rg with EA4 from {approx} 0.92 to {approx} 0.38). In cumulative analyses, aggregating liability across prior milestones, the gap between twin- and SNP-based heritability narrowed at higher levels of attainment (h2twin {approx} 0.6[->]0.3; h2SNP {approx} 0.22[->]0.19), while the genetic overlap between distant milestones diminished (rg {approx} 0.92[->]0.71). These patterns, obscured by EduYears metrics, highlight a dynamic genetic architecture across educational milestones, refining polygenic prediction and addressing misconceptions about uniform genetic influences on educational progression.

genetics↗