Comparer des méthodes

	Étude d'association pangénomique en recherche sur l'éducation	Randomisation mendélienne
Domaine	Bio-informatique	Inférence causale
Famille	Process / pipeline	Regression model
Année d'origine	2013 (first large-scale educational attainment GWAS); refined through major studies in 2016, 2018, 2022	1997
Auteur d'origine	Social Science Genetic Association Consortium (SSGAC); Rietveld et al. 2013 pioneered educational attainment GWAS	George Davey Smith
Type	Quantitative genomic association analysis	Genetic instrumental variable framework
Source fondatrice	Okbay, A., Turley, P., Georgios, K., et al. (2022). Polygenic prediction of educational attainment within and between families from genome-wide association analyses in 3 million individuals. Nature Genetics, 54(4), 437–449.	Davey Smith, G., & Hemani, G. (2014). Mendelian randomization: genetic anchors for causal inference in epidemiological studies. Human Molecular Genetics, 23(R1), R89-R98.
Alias	GWAS in education, educational GWAS, GWAS for cognitive traits, genomic study of educational attainment	MR
Apparentées	1	2
Résumé	A genome-wide association study (GWAS) applied to educational research scans millions of single-nucleotide polymorphisms (SNPs) across the human genome to identify genetic variants statistically associated with educational outcomes such as years of schooling, degree attainment, or cognitive test scores. Large consortia — most prominently the Social Science Genetic Association Consortium — have conducted landmark studies in hundreds of thousands to millions of individuals, establishing GWAS as the principal genomic tool for understanding the heritable architecture of educational phenotypes.	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.