Gene-environment interactions with essential heterogeneity
研究了教育与基因禀赋的交互作用如何影响老年认知，发现即使使用有效工具变量，两阶段最小二乘法估计的交互效应也可能严重偏离真实值，并建议采用边际处理效应方法来解决这一问题。
Abstract We study how gene-environment interactions between education and genetic endowments affect cognition in old age and use this setting to show that – even with a valid instrument – two-stage least squares (2SLS) estimates of interaction effects can be far away from the true effect. This is the case when treatment effects are heterogeneous and compliance to the instrument depends on the interaction variable. We suggest estimating marginal treatment effects to address this problem. Our estimation results show complementarities between education and genetic predisposition in determining later-life memory. The marginal treatment effect estimates suggest substantially larger gene-environment interactions than the 2SLS estimates.