Causal Models for Investigating Complex Genetic Disease: II. What Causal Models Can Tell Us about Penetrance for Additive, Heterogeneity, and Multiplicative Two-Locus Models
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Bibliographic record
Abstract
BACKGROUND/AIMS: Statistical geneticists commonly use certain two-locus penetrance models because these models are familiar and mathematically tractable. We investigate whether and under what circumstances these two-locus penetrance models correspond to models of causation. METHODS: We describe a sufficient component cause model for a hypothetical disease with two genetic causes. We then use the potential outcomes framework to determine the expected two-locus penetrances from this causal model and contrast them with commonly used two-locus penetrance models (additive, heterogeneity, and multiplicative penetrance models, as formulated by Risch [Am J Hum Genet 1990;46:222-228]). RESULTS: Conventional additive and multiplicative models can correspond to any two-locus causal model only when certain very specific algebraic relationships hold. The heterogeneity model corresponds to a two-locus causal model only if the model stipulates that no disease cases are caused by the combined presence of the causal genotypes at both loci (i.e. only when there is no causal gene-gene interaction). Hence the heterogeneity model provides a valid test of the null hypothesis of no gene-gene interaction, whereas the additive and multiplicative models do not. CONCLUSION: We suggest that causal principles should provide the basis for statistical modeling in genetics.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it