2022

Cave, S. N., Wright, M., & von Stumm, S. (2022). Change and stability in the association of parents’ education with children’s intelligence. Intelligence, 90, 101597. https://doi.org/10.1016/j.intell.2021.101597

Kandaswamy, R., Allegrini, A., Nancarrow, A. F., Cave, S. N., Plomin, R., & von Stumm, S. (2022). Predicting alcohol use from genome-wide polygenic scores, environmental factors, and their interactions in young adulthood. Psychosomatic medicine, 84(2), 244-250. doi: 10.1097/PSY.0000000000001005

Wright, M., & von Stumm, S. (2022). Within-person variability in performance across school subjects. Learning and Individual Differences, 93, 102091. https://doi.org/10.1016/j.lindif.2021.102091

von Stumm, S., & d’Apice, K. (2022). From genome-wide to environment-wide: Capturing the environome. Perspectives on Psychological Science, 17(1), 30-40. https://doi.org/10.1177/1745691620979803

2021

von Stumm, S. & Plomin, R. (2021). Using DNA to predict intelligence. Intelligence, 86, 101530. https://doi.org/10.1016/j.intell.2021.101530

Von Stumm, S., Smith-Woolley, E., Cheesman, R., Pingault, J-B., Asbury, K., Dale, P. S., Allen, R., Kovas, Y. & Plomin, R., (2021). School quality ratings are weak predictors of students’ achievement and well‐being. Journal of child psychology and psychiatry, 62(3), 339-348. https://doi.org/10.1111/jcpp.13276

Rimfeld, K., Malanchini, M., Allegrini, A.G. et al.Rimfeld, K., Malanchini, M., Allegrini, A. G., Packer, A. E., McMillan, A., Ogden, R., Webster, L., Shakeshaft, N. G., Schofield, K. L., Pingault, J. B., Stringaris, A., von Stumm, S. & Plomin, R.,Responses to the COVID-19 Crisis in Young Adult Twins in Great Britain. Behav Genet 51, 110–124 (2021). https://doi.org/10.1007/s10519-021-10050-2

Kandaswamy, R., Allegrini, A., Plomin, R., & von Stumm, S. (2021). Predictive validity of genome-wide polygenic scores for alcohol use from adolescence to young adulthood. Drug and alcohol dependence, 219, 108480.

von Stumm, S., & d’Apice, K. (2021). From genome-wide to environment-wide: Capturing the Environome. Perspectives on Psychological Science, https://doi.org/10.1177/1745691620979803

von Stumm, S., & Wertz, J. (2021). Who’s learning? Using within-family studies to understand personalized learning. npj Science of Learning, https://doi.org/10.1038/s41539-020-00082-4. 

Cave, S. N., & von Stumm, S. (2021). Secondary data analysis of British population cohort studies: A practical guide for education researchers. British Journal of Educational Psychology, 91(2), 531-546. https://doi.org/10.1111/bjep.12386

Rimfeld, K., Malanchini, M., Allegrini, A.G., Packer, A. E., McMillan, A., Ogden, R., Webster, L., Shakeshaft, N. G., Schofield K. L., Pingault, J., Stringaris, A., von Stumm, S. & Plomin, R. Genetic Correlates of Psychological Responses to the COVID-19 Crisis in Young Adult Twins in Great Britain. Behav Genet 51, 110–124 (2021). https://doi.org/10.1007/s10519-021-10050-2

2020

 Rimfeld, K., Malanchini, M., Allegrini, A., Packer, A., McMillan, A., Odgen, R., Webster, L., Shakeshaft, N. G., Schofield, K. L., Pingault J.-B., Stringaris, A., von Stumm, S. & Plomin, R. (2020). Genetic correlates of psychological responses to the COVID-19 crisis in young adult twins in Great Britain. Behavior Genetics, doi: 10.1007/s10519-021-10050-2

Kandaswamy, R., Allegrini, A., Plomin, R., & von Stumm, S. (2020). Predictive validity of genome-wide polygenic scores for alcohol use from adolescence to young adulthood. Drug and Alcohol Dependence, 219, 108480. https://doi.org/10.1016/j.drugalcdep.2020.108480

d’Apice, K., & von Stumm, S. (2020). The role of spoken language and literacy exposure for cognitive and language outcomes in children. Scientific Studies of Reading, 24(2), 108-122. https://doi.org/10.1080/10888438.2019.1641505 

von Stumm, S., Smith-Woolley, E., Cheesman, R., Pingault, J., Asbury, K., Dale, P., Allen, R, Kovas, Y., & Plomin, R. (2020). School quality ratings are weak predictors of students’ achievement and wellbeing. Journal of Child Psychology and Psychiatry; 62(3), 339-348. doi:10.1111/jcpp.13276.

 von Stumm, S., & Plomin, R. (2020). Does private education make nicer people? The influence of school type on social-emotional development. British Journal of Psychology, https://doi.org/10.1111/bjop.12462

Allegrini, A. G., Karhunen, V., Coleman, J. R., Selzam, S., Rimfeld, K., Von Stumm, S., … & Plomin, R. (2020). Multivariable GE interplay in the prediction of educational achievement. PLoS genetics, 16(11), e1009153. https://doi.org/10.1371/journal.pgen.1009153

von Stumm, S., Rimfeld, K., Dale, P. S., & Plomin, R. (2020). Preschool verbal and nonverbal ability mediate the association between socioeconomic status and school performance. Child development, 91(3), 705-714. https://doi.org/10.1111/cdev.13364

von Stumm, S., Smith‐Woolley, E., Ayorech, Z., McMillan, A., Rimfeld, K., Dale, P. S., & Plomin, R. (2020). Predicting educational achievement from genomic measures and socioeconomic status. Developmental science, 23(3), e12925. https://doi.org/10.1111/desc.12925

Dale, P. S., von Stumm, S., Selzam, S., & Hayiou-Thomas, M. E. (2020). Does the inclusion of a genome-wide polygenic score improve early risk prediction for later language and literacy delay?. Journal of Speech, Language, and Hearing Research, 63(5), 1467-1478. https://doi.org/10.1044/2020_JSLHR-19-00161

Cave, S. N., & von Stumm, S. (2021). Secondary data analysis of British population cohort studies: A practical guide for education researchers. British Journal of Educational Psychology, 91(2), 531-546. https://doi.org/10.1111/bjep.12386

2019

Allegrini, A. G., Selzam, S., Rimfeld, K., von Stumm, S., Pingault, J. B., & Plomin, R. (2019). Genomic prediction of cognitive traits in childhood and adolescence. Molecular psychiatry, 24(6), 819-827. https://doi.org/10.1038/s41380-019-0394-4

von Stumm, S., & Scott, H. (2019). Imagination links with schizotypal beliefs, not with creativity or learning. British Journal of Psychology, 110(4), 707-726. https://doi.org/10.1111/bjop.12369

Ayorech, Z., Plomin, R., & von Stumm, S. (2019). Using DNA to predict educational trajectories in early adulthood. Developmental psychology, 55(5), 1088. https://doi.org/10.1037/dev0000682

d’Apice, K., Latham, R. M., & von Stumm, S. (2019). A naturalistic home observational approach to children’s language, cognition, and behavior. Developmental Psychology, 55(7), 1414–1427. https://doi.org/10.1037/dev0000733

2018

von Stumm, S. (2018). Feeling low, thinking slow? Associations between situational cues, mood and cognitive function. Cognition and Emotion, 32(8), 1545-1558. https://doi.org/10.1080/02699931.2017.1420632

von Stumm, S., & Latham, R. M. (2018). Early life experiences: Meaningful differences within and between families. Infant Behavior and Development, 53, 56-63. https://doi.org/10.1016/j.infbeh.2018.09.001

von Stumm, S., & Plomin, R. (2018). Monozygotic twin differences in school performance are stable and systematic. Developmental science, 21(6), e12694. https://doi.org/10.1111/desc.12694

von Stumm, S. Genomweite polygene Werte revolutionieren die Intelligenzforschung. Biospektrum 24, 382–384 (2018). https://doi.org/10.1007/s12268-018-0928-3

von Stumm, S. (2018). Better open than intellectual: The benefits of investment personality traits for learning. Personality and Social Psychology Bulletin, 44(4), 562-573. https://doi.org/10.1177/0146167217744526

Plomin, R., von Stumm, S. (2018) The new genetics of intelligence. Nat Rev Genet 19, 148–159. https://doi.org/10.1038/nrg.2017.104

2017

Latham, R. M., & Von Stumm, S. (2017). Mothers want extraversion over conscientiousness or intelligence for their children. Personality and Individual Differences, 119, 262-265. https://doi.org/10.1016/j.paid.2017.07.037

Ayorech, Z., Krapohl, E., Plomin, R., & Von Stumm, S. (2017). Genetic influence on intergenerational educational attainment. Psychological science, 28(9), 1302-1310. https://doi.org/10.1177/0956797617707270

Scott, H. R., & von Stumm, S. (2017). Imagination (pp. 1-4). Springer.

Krapohl, E., Patel, H., Newhouse, S., Curtis, C. J., von Stumm, S., Dale, P. S., Zabaneh, D., Breen, G., O’Reilly, P. F. & Plomin, R. (2018) Multi-polygenic score approach to trait prediction. Mol Psychiatry 23, 1368–1374. https://doi.org/10.1038/mp.2017.163

Woods, S. A., Hinton, D. P., von Stumm, S., & Bellman-Jeffreys, J. (2019). Personality and intelligence: Examining the associations of investment-related personality traits with general and specific intelligence. European Journal of Psychological Assessment, 35(2), 206–216. https://doi.org/10.1027/1015-5759/a000391

Ayorech, Z., Von Stumm, S., Haworth, C. M., Davis, O. S., & Plomin, R. (2017). Personalized media: a genetically informative investigation of individual differences in online media use. PloS one, 12(1), e0168895. https://doi.org/10.1371/journal.pone.0168895

von Stumm, S. (2017). Socioeconomic status amplifies the achievement gap throughout compulsory education independent of intelligence. Intelligence, 60, 57-62. https://doi.org/10.1016/j.intell.2016.11.006

2016

Zheng, Y., Plomin, R., & Von Stumm, S. (2016). Heritability of intraindividual mean and variability of positive and negative affect: Genetic analysis of daily affect ratings over a month. Psychological Science, 27(12), 1611-1619. https://doi.org/10.1177/0956797616669994

Selzam, S., Krapohl, E., von Stumm, S., O’Reilly, P. F., Rimfeld, K., Dale, P. S., Lee, J. J. & Plomin, R. (2017). Predicting educational achievement from DNA. Mol Psychiatry 22, 267–272. https://doi.org/10.1038/mp.2016.107

von Stumm, S. (2016) Is day-to-day variability in cognitive function coupled with day-to-day variability in affect? Intelligence, 55, 1-6 https://doi.org/10.1016/j.intell.2015.12.006

von Stumm, S. (2016) Curiosity is a pillar of academic performance. Psychologist, 29(5), 372 -273.