Σύγκριση μεθόδων

	Epigenome-wide association study in educational research	Τυχαιοποίηση κατά Μεντέλ
Πεδίο	Βιοπληροφορική	Αιτιακή Συμπερασματολογία
Οικογένεια	Process / pipeline	Regression model
Έτος προέλευσης	EWAS framework ~2011; educational applications ~2017–present	1997
Δημιουργός	Rakyan, Down, Balding, and Beck (framework); applied to educational outcomes by Marioni, McCartney, and collaborators	George Davey Smith
Τύπος	Observational epigenomic association design	Genetic instrumental variable framework
Θεμελιώδης πηγή	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.
Εναλλακτικές ονομασίες	EWAS of educational attainment, educational EWAS, epigenetic association study, EWAS	MR
Συναφείς	3	2
Σύνοψη	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.