|
on Neuroeconomics |
|
Issue of 2021‒01‒18
four papers chosen by |
| By: | Marco Castillo; John List; Ragan Petrie; Anya Samek |
| Abstract: | We use field experiments with nearly 900 children to investigate how skills developed at ages 3-5 drive later-life outcomes. We find that skills map onto three distinct factors - cognitive skills, executive functions, and economic preferences. Returning to the children up to 7 years later, we find that executive functions, but not cognitive skills, predict the likelihood of receiving disciplinary referrals. Economic preferences have an independent effect: children who displayed impatience at ages 3-5 were more likely to receive disciplinary referrals. Random assignment to a parenting program reduced disciplinary referrals. This effect was not mediated by skills or preferences. |
| Date: | 2021 |
| URL: | http://d.repec.org/n?u=RePEc:feb:artefa:00723&r=all |
| By: | Indrajit Bairagya; Rohit Mukerji (Institute for Social and Economic Change) |
| Abstract: | The significance of measuring non-cognitive skills of school children and understanding its importance in predicting academic performance is an area of research that has become increasingly prominent over the years. The objective of this paper is to measure the non-cognitive skills of students and also to examine its impact on the cognitive learning outcomes. Our methodology for constructing an index for non-cognitive skills is broadly divided into two parts. In the first part, eight sub-indices viz. consistency, perseverance of effort, growth mindset, conscientiousness, academic behaviour, self-regulated learning, self-control, school climate have been constructed for each of the aforementioned parameters using the technique of Polychoric-Principal Component Analysis. In the second stage, an overall index for non-cognitive skills has been constructed using these eight sub-indices. Further, cognitive learning outcomes have been measured on a test performed for the students of Standard IV on their mathematics competency. Results show that an overall non-cognitive skills index is a responsible factor behind a gloomy picture of Mathematics learning outcomes. Moreover, five indicators of non-cognitive skills, such as Perseverance of Effort, Growth Mindset, Conscientiousness, Academic Behaviour and Consistency show a significant positive correlation with the Mathematics test scores. Hence, an argument can be made for inculcating policy directives that aid in the development of non-cognitive skills and promote non-cognitive skills among children that shape their cognitive learning outcomes. |
| Keywords: | Cognitive learning; Non-cognitive; Elementary education; India |
| Date: | 2019 |
| URL: | http://d.repec.org/n?u=RePEc:sch:wpaper:452&r=all |
| By: | Domagoj Hruska (Faculty of Economics and Business, University of Zagreb) |
| Abstract: | This theoretical paper argues that a proper way to deal with the problem of organizational complexity is through the paradigm of managerial and organizational cognition and proposes a three part framework for analysis of organizational dynamics. The perspective of organizational complexity arises from the notion that a number of different kinds of activities are being carried out simultaneously by different people or groups of people. Therefore, there is no single authoritative locus of control that sets tasks and controls results for everybody. The paper proposes that in order to generate helpful theories of organizational action in such context we should be adapting a cognitive paradigm which define ways in which people in organizations define the situation, become aware of alternative courses of action, evaluate the consequences of these actions, and consider the significance of the action in a socially constructed world. The paper argues that there are three crucial tension that would benefit from the application of complexity theory in organizational studies: the tension between subjects and their surroundings which give rise to its unpredictability, the tension from discrepancy and ambiguity of interpretations of organizational members and the tension between individual interpretations and coherent and meaningful modus operandi set by the management. |
| Keywords: | Organizational complexity, managerial and organizational cognition, interpretations, organizational mind |
| JEL: | D23 M10 M14 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:11313241&r=all |
| By: | Kiessling, Lukas; Chowdhury, Shyamal K.; Schildberg-Hörisch, Hannah; Sutter, Matthias |
| Abstract: | We study whether and how parents interfere paternalistically in their children's intertemporal decision-making. Based on experiments with over 2,000 members of 610 families, we find that parents anticipate their children's present bias and aim to mitigate it. Using a novel method to measure parental interference, we show that more than half of all parents are willing to pay money to override their children's choices. Parental interference predicts more intensive parenting styles and a lower intergenerational transmission of patience. The latter is driven by interfering parents not transmitting their own present bias, but molding their children's preferences towards more time-consistent choices. |
| Keywords: | Parental paternalism,Time preferences,Convex time budgets,Present bias,Intergenerational transmission,Parenting styles,Experiment |
| JEL: | C90 D1 D91 D64 J13 J24 O12 |
| Date: | 2021 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:dicedp:358&r=all |