De Stavola, BL;
Herle, M;
Pickles, A;
(2022)
Framing Causal Questions in Life Course Epidemiology.
Annual Review of Statistics and Its Application
, 9
(1)
pp. 223-248.
10.1146/annurev-statistics-040120-024748.
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Abstract
We describe the principles of counterfactual thinking in providing more precise definitions of causal effects and some of the implications of this work for the way in which causal questions in life course research are framed and evidence evaluated. Terminology is explained and examples of common life course analyses are discussed that focus on the timing of exposures, the mediation of their effects, observed and unobserved confounders, and measurement error. The examples are illustrated by analyses using singleton and twin cohort data.
| Type: | Article |
|---|---|
| Title: | Framing Causal Questions in Life Course Epidemiology |
| DOI: | 10.1146/annurev-statistics-040120-024748 |
| Publisher version: | https://doi.org/10.1146/annurev-statistics-040120-... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Avon Longitudinal Study of Parents and Children, ALSPAC, counterfactual, g-computation, interventional, mediation, quasi-experimental design, Virginia Twin Study of Adolescent Behavioral Development, VTSABD |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > UCL GOS Institute of Child Health > Population, Policy and Practice Dept UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > UCL GOS Institute of Child Health UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10152086 |
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