|
on Neuroeconomics |
|
Issue of 2019‒01‒21
two papers chosen by |
| By: | Yulia V. Kuzmina (National Research University Higher School of Economics); Diana N. Kaiky (National Research University Higher School of Economics); Alina E. Ivanova (National Research University Higher School of Economics) |
| Abstract: | Math achievement is affected by social factors such as socioeconomic status (SES) and domain-general cognitive factors such as phonological ability. Little is known how the effects of cognitive factors change depending on social factors during development. This study focuses on the estimation of the effect of phonological ability on math achievement during the first year of schooling and testing the hypothesis that this effect varied depending on students SES. To achieve our aims we used two-wave longitudinal study which was conducted on large sample of first-graders (N= 2,948) in the Tatar Republic (Russia). Participants were assessed twice, at the beginning and at the end of the first grade (mean age was 7.3 years at Time 1). The item response theory (IRT) scaling procedure was used to estimate individual scores in math, number identification, phonology and reading. In order to estimate the effect of phonological ability and SES on math performance, mixed-effect longitudinal models were applied. The results revealed that phonological ability had a significant positive effect on math achievement even when reading achievement, number identification and SES were controlled for. Among SES dimensions only maternal education had an effect on math achievement and its improvement. The effect of phonological ability was higher for students with a larger number of books at home and who used more than one language at home |
| Keywords: | iPIPS; math achievement; phonological ability; socioeconomic status; moderators |
| JEL: | Z |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:hig:wpaper:104psy2018&r=all |
| By: | Berthelon, Matias (Universidad Adolfo Ibañez); Contreras, Dante (University of Chile); Kruger, Diana (Universidad Adolfo Ibañez); Palma, María Isidora (Universidad de Chile) |
| Abstract: | We study the effects of violence towards children on early childhood development. We contribute to the literature providing estimates of the effects of violence (verbal and/or physical) that control for child-mother unobserved characteristics. We find that violence has negative effects on verbal skills (Peabody Picture Vocabulary Test) and socio-emotional development (Child Behavior Check List). We also find that violence affects girls in their vocabulary development and increases behavioral problems of both boys and girls, with stronger effects among boys; that the negative effects diminish as children get older; and that they are more harmful among children with less educated mothers. |
| Keywords: | violence toward children, spanking, corporal punishment, child development, cognitive and socio-emotional outcomes, Chile |
| JEL: | O15 J12 J13 I31 |
| Date: | 2018–11 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11984&r=all |