Cave, S. N., Wright, M., & von Stumm, S. (2021). Change and stability in the association between parents’ education and children’s intelligence. Intelligence,

Wright, M., & von Stumm, S. (2021). Within-person variability in performance across school subjects. Learning and Individual Differences:

Plomin, R., & von Stumm, S. (2021). Polygenic scores: prediction versus explanation. Molecular Psychiatry,

Kandaswamy, R., Allegrini, A., Nancarrow, A., Cave, S. N., Plomin, R., & von Stumm, S. (2021). Predicting alcohol use from genome-wide polygenic scores, environmental factors, and their interactions in young adulthoodPsychosomatic Medicine

Malanchini, M., Rimfeld, K., Gidziela, A., Cheesman, R., Allegrini, A.G., Shakeshaft, N., Schofield, K., Packer A., Ogden, R., McMillan, A., Ritchie, S.J., Dale, P.S., Eley, T.C., von Stumm, S., & Plomin, R. (2021). Pathfinder: A gamified measure to integrate general cognitive ability into the biological, medical, and behavioural sciencesMolecular Psychiatry

Gidziela A., Rimfeld, K., Malanchini, M., Allegrini, A.G., McMillan, A., Selzam, S., Ronald, A., Viding, E., von Stumm, S., Eley, T. C., & Plomin, R. (2021). Using DNA to predict behaviour problems from preschool to adulthoodJournal of Child Psychology and Psychiatry

von Stumm, S. & Plomin, R. (2021). Using DNA to predict intelligence. Intelligence, Special Issue on ‘Future of Intelligence Research’, in press.

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

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

von Stumm, S., & Wertz, J. (2021). Who’s learning? Using within-family studies to understand personalized learning. npj Science of Learning,

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.

Cave, S. N., & von Stumm, S. (2020). Secondary data analysis of British population cohort studies: A practical guide for education researchers. British Journal of Educational Psychology.

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,

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 wellbeingJournal of Child Psychology and Psychiatry; doi:10.1111/jcpp.13276.

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.

d’Apice, K., & von Stumm, S. (2020). The role of spoken language and literacy exposure for cognitive and language outcomes in childrenScientific Studies of Reading, 24(2), 108-122

Allegrini, A. G., Karhunen, V., Coleman, J. R., Selzam, S., Rimfeld, K., von Stumm, S., Pingault, J.-B. & Plomin, R. (2020). Multivariable GE interplay in the prediction of educational achievement. PLoS genetics, 16(11), e1009153.

von Stumm, S., Rimfeld, K., Dale, P. S., & Plomin, R. (2020). Pre-school verbal and non-verbal ability mediate the association between socioeconomic status and school performance. Child Development,

von Stumm, S., Smith-Woolley, E., Ayorech, Z., McMillan, A., Rimfeld, K., Dale, P., & Plomin R., (2019). Predicting educational achievement from genomic measures and socioeconomic status. Developmental Science,

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, 819–827.

Ayorech, Z., Plomin, R., & von Stumm, S. (2019). Using DNA to predict educational trajectories in early adulthood. Developmental Psychology, 55(5), 1088-1095.

d’Apice, K. & von Stumm, S. (2019) The Role of Spoken Language and Literacy Exposure for Cognitive and Language Outcomes in Children. Scientific Studies of Reading, 1-15.

d’Apice, K., Latham, R. M. & von Stumm, S. (2019) A Naturalistic Home Observational Approach to Children’s Language, Cognition, and Behaviour. Developmental Psychology.

von Stumm, S. & Scott, H. (2019). Imagination links with schizotypal beliefs, not with creativity or learning. British Journal of Psychology.

von Stumm, S. & Latham, R.M. (2018). Early life experiences: Meaningful differences within and between families. Infant behaviour & Development, 53. 56-63.

von Stumm, S. (2018). Genomweite Polygene Werte revolutionieren die Intelligenzforschung. BIOspektrum, 24, 382.

von Stumm S., & Plomin, R. (2018). Monozygotic twin difference in school performance are stable and systematic. Developmental Science. 2018;e12694.

von Stumm, S. (2018). Better Open Than Intellectual: The Benefits of Investment Personality Traits for Learning. Personality and Social Psychology Bulletin, 0146167217744526.

von Stumm, S. (2018). Feeling low, thinking slow? Associations between situational cues, mood and cognitive function. Cognition and Emotion, 1-14.

Plomin, R., & von Stumm, S. (2018). The new genetics of intelligence. Nature Reviews Genetics.

Smith-Woolley, E., Pingault, J. B., Selzam, S., Rimfeld, K., Krapohl, E., von Stumm, S., Asbury, K., Dale, P., Young, T., Allen, R., Kovas, Y., & Plomin, R. (2017). Differences in exam performance between pupils attending selective and non-selective schools mirror the genetic differences between them. Nature Science of Learning, 3(1), 3.

Latham, R. & von Stumm, S. (2017). Mothers want extraversion over conscientiousness or intelligence for their children. Personality and Individual Differences, 119, 262-265.

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. (2017). Multi-polygenic score (MPS) models predict over 11% variation in educational achievement and 5% general cognitive ability. Molecular Psychiatry, advance online publication.

Ayorech, Z., Krapohl, E., Plomin, R., von Stumm, S. (2017). Genetic influence on intergenerational educational mobility. Psychological Science, 28(9), 1302-1310.

Woods, S., Hinton, D., von Stumm, S., & Jeffries, J. B. (2017). Personality and Intelligence: Examining the associations of investment-related personality traits with general and specific intelligence. European Journal of Psychological Assessment, 34, 1-11.

Ayorech, Z., von Stumm, S., Haworth, C. M. A., Davis, O. S. P., & Plomin, R. (2017). Personalized media: A genetically informative investigation of individual differences in online media use. PLoS One,

von Stumm, S. (2017). Socioeconomic status amplifies the achievement gap throughout compulsory education independent of intelligence. Intelligence, 60, 57–62.

von Stumm, S. (2016). Intelligence-Personality Associations. Encyclopaedia of Personality and Individual Differences, doi:10.1007/978-3-319-28099-8_991-1

von Stumm, S. (2017). Socioeconomic status amplifies the achievement gap throughout compulsory education independent of intelligence. Intelligence, 60, 57–62.

Scott, H. R. & von Stumm, S. (2017). Imagination. Encyclopaedia of Personality and Individual Differences, doi:10.1007/978-3-319-28099-8_2279-1

Zheng, Y., Plomin, R., & von Stumm, S. Heritability of Intraindividual Mean  and Variability of Positive and Negative Affect Genetic Analysis of Daily Affect Ratings Over a Month. Psychological Science. 11th October 2016 DOI: 10.1177/0956797616669994

Selzam, S., Krapohl, E., von Stumm, S., O’Reilly, P. F., Rimfeld, K., Kovas, Y., Dale, P. S., Lee, J. J., Plomin, R. (2016). Predicting educational achievement from DNA. Molecular Psychiatry, doi: 10.1038/mp.2016.107.

Woods, S., Hinton, D., von Stumm, S., & Jeffries, J. B. (2016). Personality and Intelligence: Examining the associations of investment-related personality traits with general and specific intelligence. European Journal of Psychological Assessment, in press.

von Stumm, S. (2016). Is day-to-day variability in cognitive function coupled with day-to-day variability in affect? Intelligence, 55, 1-6.

von Stumm, S., & Plomin, R. (2015). Breastfeeding and IQ Growth from Toddlerhood through Adolescence. PLoS One 10.9 (2015): e0138676.

Krapohl, E., O’Reilly, P. F., Zabaneh, D., Rimfeld, K., Pingault, J. B., von Stumm, S., Breen, G., & Plomin, R. (2015). Phenome-wide analysis of genome-wide polygenic scores. Molecular Psychiatry.

Larsson, E. & von Stumm, S. (2015). Seeing red? The effect of colour on intelligence test performance. Intelligence, 48, 133-136.

von Stumm, S. & Plomin, R. (2015). Socioeconomic status and the growth of intelligence from infancy through adolescence. Intelligence, 48, 30-36.

Furnham, A., von Stumm, S., Fenton O’Creevey, M. (2015). Sex Differences in Money Pathology in the General Population. Social Indicators Research, 123, 701-711.

von Stumm, S., Hell, B., & Chamorro-Premuzic, T. (2014). Facts and findings: A reply to Powell & Nettelbeck (2014). Personality and Individual Differences, doi:10.1016/j.paid.2014.06.015.

Furnham, A., von Stumm, S., & Milner (2014). Moneygrams: Recalled childhood memories about money and adult money pathology. Journal of Financial Therapy, doi:10.4148/1944-9771.1059.

von Stumm, S. (2014). Intelligence, gender, and assessment method affect the accuracy of self-estimated intelligence. British Journal of Psychology, 105, 243-253.

von Stumm, S., & Deary, I. J. (2013). Intellect and Cognitive Performance in the Lothian Birth Cohort 1936. Psychology & Aging, 28, 680-684.

von Stumm, S., Deary, I. J., & Hagger-Johnson, G. (2013). Life-course pathways to psychological distress: a cohort study. BMJ Open; doi:10.1136/bmjopen-2013-002772.

von Stumm, S. (2013). Big data on adult intelligence: 57 years of the Seattle Longitudinal Study. PsycCRITIQUES, 58 (33).

von Stumm, S. (2013). Investment Traits and Intelligence in Adulthood: Mechanisms and Assessment. Journal of Individual Differences,34, 82-89.

von Stumm, S., & Ackerman, P. L. (2013). Investment and Intellect: A Review and Meta-analysis. Psychological Bulletin, 139, 841-869.

von Stumm, S., Furnham, A., & Fenton O’Creevey, M. (2012). Financial Capability, Money Attitudes and Socioeconomic Status: Risks for Experiencing Adverse Financial Outcomes. Personality and Individual Differences, 54, 344–349.

von Stumm, S. (2012). You are What You Eat? Meal Type, Socio-economic Status and Cognitive Ability in Childhood. Intelligence, 40, 576–583.

von Stumm, S., & Furnham, A. F. (2012). Learning Approaches: Associations with Typical Intellectual Engagement, Intelligence and the Big Five. Personality and Individual Differences, 53, 720–723.

von Stumm, S. (2012). Investment Trait, Activity Engagement, and Age: Independent Effects on Cognitive Ability. Special Issue, Journal of Aging Research, doi:10.1155/2012/949837.

Bratko, D., Butkovic, A., Vukasovic, T., Chamorro-Premuzic, T., & von Stumm, S. (2012). Cognitive Ability, Self-assessed Intelligence and Personality: Common Genetic but Independent Environmental Aetiologies. Intelligence, 40, 91-99.

von Stumm, S., & Deary, I. J. (2012). Typical Intellectual Engagement and cognition in the ninth decade of life: the Lothian Birth Cohort 1921. Psychology and Aging, 27, 761-767.

von Stumm, S., Hell, B., & Chamorro-Premuzic, T. (2011). The hungry mind: Intellectual curiosity as third pillar of academic performance. Perspectives on Psychological Science, 6, 574-588.

von Stumm, S., Batty, G. D., & Deary, I. J. (2011). Marital status and reproduction: associations with childhood intelligence and adult social class in the Aberdeen children of the 1950s study. Intelligence, 39, 161-167.

Hagger-Johnson, G., Deary, I. J., Batty, G. D., & von Stumm, S. (2011). Childhood socio-economic status and adult health: Comparing formative and reflective models in the Aberdeen Children of the 1950s Study (prospective cohort study). Journal of Epidemiology and Community Health, 65, 1024-1029.

von Stumm, S., Deary, I. J., Kivimaeki, M., Jokela, M., Clark, H., & Batty, G. D. (2010). Childhood behavior problems and health at midlife: 35 year follow-up of a Scottish birth cohort. Journal of Child Psychology and Psychiatry, 52, 992-1001.

von Stumm, S., Chung, A., & Furnham, A. (2010). Creative ability, creative ideation and latent classes of creative achievement: What is the role of personality? Psychology of Aesthetics, Creativity and Arts, 3, 149-155.

Stieger, S., Kastner, C., Voracek, M., von Stumm, S., Chamorro-Premuzic, T., & Furnham, A. (2010). Independent effects of personality and sex on self-estimated intelligence: evidence from Austria. Psychological Reports Perceptual and Motor Skills, 107, 553-563.

von Stumm, S., Macintyre, S., Batty, D. G., Clark, H., & Deary, I. J. (2010). Intelligence, social class of origin, childhood behavior disturbance and education as predictors of status attainment in midlife: The Aberdeen Children of the 1950s study. Intelligence, 38, 202-211.

von Stumm, S., Gale, C. R., Batty, D., & Deary, I. J. (2009). Childhood intelligence, behaviour and locus of control as determinants of intergenerational social mobility: the British Cohort Study 1970. Intelligence, 37, 329-340.

Furnham, A., von Stumm, S., Makendrayogam, A., & Chamorro-Premuzic, T. (2009). A taxonomy of self-estimated human performance: The General Factor í. Journal of Individual Differences, 30, 188-193.

von Stumm, S., Chamorro-Premuzic, T., Quiroga, M. A., & Colom, R. (2009). Separating narrow and general variance in intelligence-personality associations. Personality and Individual Differences, 47, 336-341.

von Stumm, S., Chamorro-Premuzic, T., & Furnham, A. (2009). Decomposing self-estimates of intelligence: Structure and sex differences across 12 nations. British Journal of Psychology, 100, 429-442.


Chamorro-Premuzic, T., von Stumm, S., & Furnham, A. (eds; 2011). Handbook of Individual Differences. Chichester, UK: Wiley-Blackwell.