手法を比較

	教育研究におけるベイズ的エピゲノムワイド関連解析	媒介分析
分野	バイオインフォマティクス	統計学
系統	Process / pipeline	Hypothesis test
提唱年	EWAS framework ~2010–2011; Bayesian EWAS variants ~2013–2017; educational applications ~2015–present	1986
提唱者	Rakyan, Down, Balding, and Beck (conceptual EWAS framework); Bayesian extensions by multiple groups including Teschendorff and colleagues	Baron & Kenny
種類	Genomic association study with Bayesian inference	Indirect effects / path test
原典	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.	Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research. Journal of Personality and Social Psychology, 51(6), 1173–1182.
別名	Bayesian EWAS, Bayesian epigenome-wide scan, Bayesian methylation-wide association study, B-EWAS	indirect effects analysis, path-based mediation, PROCESS macro mediation, Aracılık Analizi (Mediation / PROCESS)
関連	3	5
概要	A Bayesian epigenome-wide association study (Bayesian EWAS) scans hundreds of thousands of DNA methylation sites across the genome to identify those statistically associated with an educational outcome — such as cognitive ability, attainment, or socioeconomic exposure during schooling. Unlike classical frequentist EWAS, the Bayesian framework incorporates prior biological knowledge to compute posterior probabilities of association, improving power and reducing false discoveries when applied to complex educational phenotypes.	Mediation analysis is a statistical procedure that tests whether the effect of an independent variable X on an outcome Y operates wholly or partly through a third variable M, called the mediator. Formalised by Baron and Kenny in 1986, it decomposes the total effect of X on Y into a direct path (c′) and an indirect path (a × b), quantifying how much of the relationship is carried by the mediating mechanism.