@@ -70,19 +70,19 @@ <h2>Causal Inference</h2>
7070To learn more,
7171we recommend < a href ="https://www.hsph.harvard.edu/miguel-hernan/causal-inference-book/ "> the book
7272by Hernan and Robins</ a > and
73- the paper:
73+ the paper
7474“< a href ="https://www.jstor.org/stable/2289064 "> Statistics and Causal Inference</ a > ”
7575by Paul Holland
76- (Journal of the American Statistical Association 1986, p 945-960).
76+ (< em > Journal of the American Statistical Association</ em > 1986, pp. 945-960).
7777And one can find many tutorials
7878on the web.</ p >
7979< p > Suppose we have
8080three variables
81- < span class ="math inline "> \(X\)</ span > , < span class ="math inline "> \(A\)</ span > and < span class ="math inline "> \(Y\)</ span > where
81+ < span class ="math inline "> \(X\)</ span > , < span class ="math inline "> \(A\)</ span > and < span class ="math inline "> \(Y\)</ span > , where
8282< span class ="math inline "> \(Y\)</ span > is the outcome of interest
83- (such as deaths from COVID)
83+ (such as deaths from COVID),
8484< span class ="math inline "> \(A\)</ span > is a treatment or exposure
85- (such as mobility level)
85+ (such as mobility level),
8686and < span class ="math inline "> \(X\)</ span > are confounding variables,
8787which are variables that affect both
8888< span class ="math inline "> \(A\)</ span > and < span class ="math inline "> \(Y\)</ span > (such as age).
@@ -112,7 +112,7 @@ <h2>Causal Inference</h2>
112112< span class ="math inline "> \(\mu(x,a) = \mathbb{E}[Y|X=x,A=a]\)</ span >
113113is the mean of < span class ="math inline "> \(Y\)</ span > given < span class ="math inline "> \(X\)</ span > and < span class ="math inline "> \(A\)</ span > .
114114This is not equal to
115- the mean of < span class ="math inline "> \(Y\)</ span > given < span class ="math inline "> \(A=a\)</ span > which is
115+ the mean of < span class ="math inline "> \(Y\)</ span > given < span class ="math inline "> \(A=a\)</ span > , which is
116116< span class ="math inline "> \(\mathbb{E}[Y|A=a] = \int \mu(x,a) p(x|a) dx\)</ span > .
117117This is the difference between causation
118118and prediction (correlation).
@@ -147,7 +147,8 @@ <h2>Causal Inference</h2>
147147higher values of < span class ="math inline "> \(Y\)</ span > when < span class ="math inline "> \(A\)</ span > is large. For pure prediction, this is
148148the correct conclusion. The second plot shows that once we
149149account for < span class ="math inline "> \(X = \text{age}\)</ span > (corresponding to different colors) there is
150- a negative relationship between < span class ="math inline "> \(Y\)</ span > and < span class ="math inline "> \(A\)</ span > . In this case, age is a
150+ a negative relationship between < span class ="math inline "> \(Y\)</ span > and < span class ="math inline "> \(A\)</ span > : for a given person with a fixed
151+ age, increasing < span class ="math inline "> \(A\)</ span > would < em > decrease</ em > < span class ="math inline "> \(Y\)</ span > . In this case, age is a
151152confounder and the < span class ="math inline "> \(g\)</ span > -formula would correctly recover the negative
152153relationship. For causal inference, this is the correct conclusion.</ p >
153154< p > < img src ="/blog/images/causal-simple-confounder.svg " /> </ p >
@@ -221,12 +222,12 @@ <h2>Causal Inference</h2>
221222They mean the same thing.</ p >
222223< p > Having a formula for
223224< span class ="math inline "> \(\psi(\overline{a}_t)\)</ span >
224- is great but how do we estimate it?
225+ is great, but how do we estimate it?
225226Again we could plug-in estimates
226227of all the quantities in
227228the < span class ="math inline "> \(g\)</ span > -formula.
228229But there are
229- better things we can do
230+ better things we can do,
230231as we now explain.</ p >
231232</ div >
232233< div id ="a-marginal-structural-model " class ="section level2 ">
@@ -456,7 +457,7 @@ <h2>The Data and the Results</h2>
456457is the (counterfactual) number of deaths
457458we would have observed of mobility had
458459been increases by < span class ="math inline "> \(\gamma\)</ span > at all times,
459- were we take < span class ="math inline "> \(\gamma = 10\)</ span >
460+ where we take < span class ="math inline "> \(\gamma = 10\)</ span >
460461(a ten percent increase in stay-at-home).
461462The fact that the values
462463are negative
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