Yujing Lin joined the Social, Genetic & Developmental Psychiatry (SGDP) Centre in 2022 as an MSc student in the Developmental Psychology and Psychopathology programme. During her master’s studies, she worked with Professor Robert Plomin on a project examining the fractionable autism triad hypothesis, which sparked her interest in the genetic contributions to psychopathology. Motivated by this experience, she applied for a PhD within the SGDP Centre with Professor Robert Plomin and Professor Francesca Happé.

In her PhD research, Yujing employs a range of quantitative genetic and statistical approaches, including twin modelling, polygenic score prediction, mixed-effects models, latent growth curve models, and broader structural equation modelling. Her work focuses on predicting cognitive, educational, and mental health outcomes across development, as well as modelling developmental trajectories from childhood through adolescence. Ultimately, she aims to advance our understanding of the predictive potential and limitations of polygenic scores, clarifying how genetic and environmental factors contribute to individual differences in developmental outcomes.

Visit https://yujing.journoportfolio.com for more information.

Research interests

• Using Polygenic Score to predict cognitive, educational, and mental health outcomes longitudinally from childhood to adulthood.
• Behavioural Genetics
• Twin Studies
• Cognitive, Educational and Psychopathology Outcomes
• Polygenic Score
• Longitudinal Models

Teaching

• The Origins of Individual Differences (Year 2)
• Psychology and Individuals (Year 1)
• Introduction to Psychology (Year 2)

Expertise and public engagement

Yujing Lin was interviewed for the RIOT IQ & Human Intelligent podcast in 2025. Watch here.

Publications

• Y., Procopio, F., Keser, E., Kawakami, K., Rimfeld, K., Malanchini, M., & Plomin, R. (2025). Polygenic Score Prediction Within and Between Sibling Pairs for Intelligence, Cognitive Abilities, and Educational Traits From Childhood to Early Adulthood. Intelligence & Cognitive Abilities, 1(1). https://doi.org/10.65550/001c.140654