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Textile design has long been known for its craft related and traditional ways of working. Different designers and artist have found a way of approaching the field from an unconventional perspective. The aim of this project is to demonstrate an alternative way of approaching the field by applying traditional methods to unconventional materials. By doing so the hope is to bring joy and playfulness to the field. As a final result the three groups consisting of nine objects present ways that knit can be used to sculpt and to lend flexibility when combined with stiffer structures, therefore giving way for movement and transformability. Object Poetry engages the viewer to interact and experience fun.

Only a few common variants in the sequence of the genome have been shown to impact cognitive traits. Here we demonstrate that polygenic scores of educational attainment predict specific aspects of childhood cognition, as measured with IQ. Recently, three sequence variants were shown to associate with educational attainment, a confluence phenotype of genetic and environmental factors contributing to academic success. We show that one of these variants associating with educational attainment, rs4851266-T, also associates with Verbal IQ in dyslexic children (P = 4.3 × 10−4, β = 0.16 s.d.). The effect of 0.16 s.d. corresponds to 1.4 IQ points for heterozygotes and 2.8 IQ points for homozygotes. We verified this association in independent samples consisting of adults (P = 8.3 × 10−5, β = 0.12 s.d., combined P = 2.2 x 10−7, β = 0.14 s.d.). Childhood cognition is unlikely to be affected by education attained later in life, and the variant explains a greater fraction of the variance in verbal IQ than in educational attainment (0.7% vs 0.12%,. P = 1.0 × 10−5).