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Here we demonstrate that polygenic scores of educational attainment predict specific aspects of childhood cognition, as measured with IQ. Recently, three sequence variants were shown to associate with educational attainment, a confluence phenotype of genetic and environmental factors contributing to academic success. We show that one of these variants associating with educational attainment, rs4851266-T, also associates with Verbal IQ in dyslexic children (<jats:bold><jats:italic>P<\/jats:italic><\/jats:bold>\u2009=\u20094.3\u2009\u00d7\u200910<jats:sup>\u22124<\/jats:sup>, \u03b2\u2009=\u20090.16 s.d.). The effect of 0.16 s.d. corresponds to 1.4 IQ points for heterozygotes and 2.8 IQ points for homozygotes. We verified this association in independent samples consisting of adults (<jats:bold><jats:italic>P<\/jats:italic><\/jats:bold>\u2009=\u20098.3\u2009\u00d7\u200910<jats:sup>\u22125<\/jats:sup>, \u03b2\u2009=\u20090.12 s.d., combined <jats:bold><jats:italic>P<\/jats:italic><\/jats:bold>\u2009=\u20092.2 x 10<jats:sup>\u22127<\/jats:sup>, \u03b2\u2009=\u20090.14 s.d.). Childhood cognition is unlikely to be affected by education attained later in life, and the variant explains a greater fraction of the variance in verbal IQ than in educational attainment (0.7% vs 0.12%,. <jats:bold><jats:italic>P<\/jats:italic><\/jats:bold>\u2009=\u20091.0\u2009\u00d7\u200910<jats:sup>\u22125<\/jats:sup>).<\/jats:p>","DOI":"10.1038\/srep36189","type":"journal-article","created":{"date-parts":[[2016,11,4]],"date-time":"2016-11-04T10:14:27Z","timestamp":1478254467000},"update-policy":"http:\/\/dx.doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["A sequence variant associating with educational attainment also affects childhood cognition"],"prefix":"10.1038","volume":"6","author":[{"given":"Bjarni","family":"Gunnarsson","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Gu\u00f0r\u00fan 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