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README.md

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 # devMSMs
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-Scientists who study humans are fundamentally interested in questions of causation, yet conceptual, methodological, and practical barriers have historically prevented their use of methods for causal inference developed in other fields. More specifically, scientists, clinicians, educators, and policymakers alike are often interested in *causal processes* involving questions about when (timing) and to what extent (dose) different factors influence human functioning and development, in order to inform our scientific understanding and improve people's lives.  
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+Scientists who study humans are fundamentally interested in questions of causation, yet conceptual, methodological, and practical barriers have historically prevented their use of methods for causal inference developed in other fields. More specifically, scientists, clinicians, educators, and policymakers alike are often interested in *causal processes* involving questions about when (timing) and to what extent (dose) different factors influence human functioning and development, in order to inform our scientific understanding and improve people's lives.
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 We employ the term *exposure* to encompass a variety of environmental exposures, individual characteristics, or experiences that constitute the putative causal events within a causal model. Exposures may be distal or proximal, reflecting a developing child’s experience within different environments at many levels (Bronfenbrenner & Ceci, 1994), ranging from the family (e.g., parenting), home (e.g., economic strain), school (e.g., teacher quality), neighborhood (e.g., diversity), to the greater politico-cultural-economic context (e.g., inequality). Exposures could also reflect factors internal to the child, including neurodevelopmental (e.g., risk markers), physiological (e.g., stress), and behavioral (e.g., anxiety) patterns to which the child’s development is exposed.