How Our Genes Affect The Ways We Learn and Struggle

BY KATHERINE SIEGEL

Have you ever wondered why some people seem to have the ability to easily understand a concept based solely on reading, while others require hands-on activities to reinforce their learning? The answer to this question - and many others - may lie partly within our genes. As researchers explore the relationship between genetics and learning/education topics, evidence for a correlation between preferred learning styles and learning disorders as a result of genetic influence is becoming clear. 

Genetics and Learning Traits

Learning traits - such as memory capacity, attention span, and processing speed - are influenced by a variety of genetic and environmental factors. Studies have shown that cognitive abilities (including verbal reasoning and spatial awareness) are moderately to highly heritable. For example, a study by Plomin and Deary (2015) demonstrates that genetics are responsible for about 50% of variance in learning abilities across individuals. 

Different learning styles - meaning a preference for visual, auditory, or kinesthetic (hands on or active) learning - may also have a genetic component. However, the concept of fixed learning styles - such that an individual does not change their preferred learning styles - is debated in educational psychology. Thus, this can make it difficult to conduct studies on genetic influences on learning styles, as they may not remain consistent throughout an individual’s life. However, preferences that often show consistency over time can be explained by genetic differences. 

Heritability of Learning Disorders

When it comes to learning disorders, genetic influence and impact is much more apparent in heritability. Most Specific Learning Disorders (SLDs) are polygenic, meaning multiple genes are involved in the specific phenotype. Common learning disorders include dyslexia, ADHD (Attention-Deficit/Hyperactivity Disorder), and dyscalculia (a lesser-known math learning disability), all with very high heritability profiles. For example, a study in Nature Reviews Neuroscience (2010) found that dyslexia has a heritability estimate of about 60–70%.

ADHD, found in roughly 12% of the US population, has an even greater genetic component, with heritability estimates of up to 80%. In more precise terms, if one parent has ADHD, the child has a 57% chance of also having ADHD. Several key genes have been identified related to dopamine regulation, including the dopamine transporter (SLC3A6) and the dopamine receptor 4 (DRD4). These appear to contribute to attention control and impulsivity. Since these traits are characteristic to ADHD, this provides further evidence for genetic correlations. Thus, it is clear that genetic characteristics and sequences have a major influence on learning disorders. 

Genes Are Not Solely Responsible

While genes do clearly majorly influence learning and education, they are not the only factors that determine learning abilities and features. Parenting, access to resources/higher education, and personal motivation are all examples of additional important non heritable factors. These factors (as well as many others), in tandem with genetic components work together to determine learning characteristics and traits of individuals. Understanding the genetic components of learning also has the potential to help educators and parents personalize approaches and methods to fit students’ unique and personal needs. Early identification can foster increased support for students at risk of learning disorders and assist in creating successful education experiences for individuals.