Association between genetically predicted memory and self-reported foreign language proficiency.

Abstract

Background: Foreign language proficiency is a complex trait that reflects an individual’s ability to effectively understand and use a non-native language, shaped by both genetic and environmental factors. The aim of this study was to establish the relationship between genetically determined memory capacity and self-reported foreign language proficiency in 129 children (63 males, 66 females, age 14.2 ± 3.9) and 128 adults (90 males, 38 females, age 29.8 ± 8.2). Methods: Seven single nucleotide polymorphisms (SNPs) previously linked with memory function were used in a polygenic analysis (CAMTA1 rs4908449, CLSTN2 rs6439886, COMT rs4680, CPEB3 rs11186856, SCN1A rs10930201, SNAP25 rs3746544, and WWC1 rs17070145). Self-reported foreign language proficiency was evaluated using a single-item question. Children’s level of immersion in foreign languages was divided into three categories: linguistic school, non-linguistic school with extra foreign language courses, and non-linguistic school without additional foreign language courses. Results: We found that genetically predicted memory capacity (i.e., number of memory-increasing alleles) was positively associated with self-reported foreign language proficiency in children (p = 0.0078 adjusted for age, sex, ethnicity, verbal IQ, and level of immersion in foreign languages). When combined, genetically predicted memory capacity, age, sex, ethnicity, verbal IQ, and level of immersion in foreign languages explained 31.5% (p < 0.0001) of the variance in children’s self-reported foreign language proficiency. The association between genetically predicted memory capacity and self-reported foreign language proficiency was replicated in adults (p = 0.0158 adjusted for age, sex, and ethnicity). Conclusions: Foreign language proficiency may partly depend on the presence of a high number of memory-increasing alleles in both children and adults.