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This conference will bring together experts in genetics, economics, sociology, psychology, and education, in order to advance an integration of research on the genetics of cognitive and non-cognitive skills, structural determinants of educational inequality, and the effects of large-scale educational interventions. Critical questions at the interface of these rapidly-developing fields include: What, if anything, do results from genetic research and sociological research imply about the effectiveness of educational interventions? How can intervention designs be used to test hypotheses about the mechanisms linking genotypes with complex human phenotypes, including gene-by-environment interaction hypotheses? How can intervention designs be used to test hypotheses about who is advantaged or disadvantaged by school structures? How can discoveries about mechanisms of genetic effects be used to identify intervention targets in diverse school settings? How can integrating genetic data (e.g., measured genotypes, genetically-related samples) into intervention studies improve estimates of overall effects and advance understanding of heterogeneity of treatment effects? The goal of the conference will be to develop a White Paper with methodological recommendations for how intervention research could integrate genetic and sociological data, and how genetic or population-based studies could integrate light-touch experimental interventions.  

Traditional survey methods and administrative data have revealed the importance of a broad range of factors in successful child development outcomes. These factors include socioeconomic status, maternal health, early childhood experiences and educational opportunities. However, revealing the mechanisms by which these factors influence developmental outcomes requires a granularity of measurement that has not previously been achievable. Advances in mobile technology, digitized administrative data, genetic sequencing and advanced analytic capabilities have now made it possible to gather to the data necessary to understand the complex interplay of forces that shape how children develop. In this meeting we will discuss how the latest advances in data collection can be informed by theory to jumpstart future insights into the factors that influence child development outcomes.

Angela Duckworth and Katherine Milkman gave the inaugural lecture in CEHD’s Biology and Behavior Forum, held at the University of Chicago on Wednesday April 18. Their lecture, “Behavior Change for Good: A preview of a new platformand approach,” reviews their new technology platform aimed at helping people make permanent behavior change. Abstract: The Behavior Change for Good Initiative at the University of Pennsylvania is deploying a massive new technology platform to reach people at scale who are interested in changing their behaviors for good.  We’ll be summarizing two early projects.  One is an 14,000+ person randomized controlled trial with high school students seeking to improve their grades. Another is in partnership with 24 Hour Fitness – a 4 million member US gym chain – designed to help hundreds of thousands of gym members increase their physical activity.  The gym project involves a total of 20 randomized controlled trials with 57 different treatment arms and is currently underway.  The education project involves 5 randomized controlled trials with 12 different treatment arms and is also in progress. We’ll describe the empirical approach we’re taking to randomization and data analysis and the way our platform allows researchers to test their ideas. We hope to get feedback on how we can do this work more effectively and to recruit additional researchers to partner with us on future large RCT deployments using the systems we’ve built. Registration is required. Register here.

Gene E. Robinson gave the inaugural lecture in CEHD’s Biology and Behavior Forum at the University of Chicago on May 11. Robinson’s lecture, “Sociogenomics and the Dynamic Genome: A new perspective on nature and nurture,” reviewed what animals, particularly honey bees, have taught us about the dynamic interplay between genes and behavior. Abstract: Studies in animals have revealed that the activity of genes in the brain is exquisitely sensitive to environmental influence, thanks to advances in animal genomics that enable real-time measurements of gene activity. However, social scientists studying humans still consider genes and behavior primarily from the singular perspective of heredity. Using the Sociogenomic Framework (Robinson, Grozinger, Whitfield, Nature Reviews Genetics, 2005), which integrates molecular biology, genomics, neuroscience, behavioral biology and evolutionary biology, this lecture will review what animals, particularly honey bees, have taught us about the dynamic interplay between genes and behavior. The honey bee is an excellent model for resolving the nature-nurture debate because of the remarkable behavioral repertoire expressed by members of its intricate society and the degree to which its behavior is influenced by both heredity and the environment. We now know that: 1) brain gene activity is closely linked with behavior; 2) changes in brain gene activity mediate changes in behavior; and 3) the relationship between behavior and some genes is highly conserved from animals to humans. These findings provide the basis for a new understanding of nature and nurture that emphasizes the action of genes across multiple timescales, from physiological to evolutionary, that is equally applicable to humans as well as bees.