Сравнение на методи

	Епигеномно-широк анализ на асоциации (EWAS) в образователните изследвания	Менделеева рандомизация
Област	Биоинформатика	Причинно-следствено заключение
Семейство	Process / pipeline	Regression model
Година на възникване	EWAS framework ~2011; educational applications ~2017–present	1997
Създател	Rakyan, Down, Balding, and Beck (framework); applied to educational outcomes by Marioni, McCartney, and collaborators	George Davey Smith
Тип	Observational epigenomic association design	Genetic instrumental variable framework
Основополагащ източник	Rakyan, V. K., Down, T. A., Balding, D. J., & Beck, S. (2011). Epigenome-wide association studies for common human diseases. Nature Reviews Genetics, 12(8), 529–541.	Davey Smith, G., & Hemani, G. (2014). Mendelian randomization: genetic anchors for causal inference in epidemiological studies. Human Molecular Genetics, 23(R1), R89-R98.
Други названия	EWAS of educational attainment, educational EWAS, epigenetic association study, EWAS	MR
Свързани	3	2
Резюме	An epigenome-wide association study (EWAS) applied to educational research scans DNA methylation levels at hundreds of thousands of CpG sites across the genome to identify loci whose methylation is statistically associated with educational attainment, cognitive ability, or related learning outcomes. By linking blood- or saliva-derived methylation profiles with school records or psychometric scores, EWAS offers a molecular window into how biological and environmental exposures may shape educationally relevant traits across the lifespan.	Mendelian randomization is a method for estimating causal effects of exposures on outcomes using genetic variants as instrumental variables. Introduced by George Davey Smith in the 1990s, it exploits Mendel's law of segregation to remove confounding bias. It has become a cornerstone technique in epidemiological causal inference.