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on Neuroeconomics |
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Issue of 2021‒02‒15
three papers chosen by |
| By: | Dickinson, David L. (Appalachian State University); Garbuio, Caleb (Appalachian State University) |
| Abstract: | This paper reports on a preregistered study aimed at testing for executive function differences across individuals who self-reported one of four distinct dietary patterns: No Diet, No Sugar, Vegetarian, and Mediterranean Diet patterns. The incentivized decision task involves Bayesian assessments where participants may use existing (base rate) as well as new information (sample draw evidence) in making probability assessments. Sample size, hypotheses, and analysis plans were all determined ex ante and registered on the Open Science Framework. Our hypotheses were aimed at testing whether adherence to a specialty diet improved decision making relative to those who reported following No Diet. Our data fail to support these hypotheses. In fact, we found some evidence that adherence to a No Sugar Diet predicted a reduced decision accuracy and was connected to an increased imbalance in how the participant weighted the two sources of information available. Our results suggest that decision making is nuanced among dietary groups, but that short-term incentivized decisions in an ecologically valid field setting are likely not improved solely by following a promoted diet such as the Mediterranean or Vegetarian diet. |
| Keywords: | behavioral economics, bayes rule, decision making, dietary patterns, mediterranean diet |
| JEL: | D90 C90 I10 |
| Date: | 2021–01 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp14070&r=all |
| By: | Borra, Cristina (University of Seville); Iacovou, Maria (University of Cambridge); Sevilla, Almudena (University College London) |
| Abstract: | Using different production function models, we study the causal association between adolescence development and the increase in the gap in math performance between boys and girls. We use data from the 1958 British National Child Development Study, a longitudinal survey of all British children born in the first week of March 1958, containing unique information on puberty development and educational outcomes from childhood into adolescence. We first document a widening of about 10 percent of a standard deviation in the gender gap in maths from primary to secondary school in the UK, and show that adolescent development contributes to explain almost two thirds of the widening of the math gender gap during the adolescence years. We also explore the mechanisms behind these effects. Our evidence regarding differences in the impact of puberty development by age, subject and self-perceived math ability suggests that both social conditions and biological factors are behind the estimated relationships between adolescent development and the increase in the gender gap in math in secondary school. |
| Keywords: | pubertal development, educational outcomes, gender gap in mathematics |
| JEL: | I21 I24 J16 |
| Date: | 2021–01 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp14077&r=all |
| By: | Noora Rahmani (Near East University, North Cyprus, Turkey); Ezgi Ulu (Near East University, North Cyprus, Turkey) |
| Abstract: | Emotional intelligence, attachment style, and self-esteem are important concepts in social interactions that can affect social relationships. This study aims to investigate the differences between emotional intelligence, attachment style, and self-esteem of the first and second children during their adolescence. Employing a quantitative method of survey, three questionnaires are used to collect data; IPPA for attachment, TEIQue for emotional intelligence, and TSI for self-esteem. Also, the socio-demographic questions are developed by the researcher. 261 male and female adolescents participated in this survey study. The results show that there is no statistically significant difference in attachment, emotional intelligence, and self-esteem between the first and second children. However, considering the variable of gender, the results indicate a significant difference between male and female participants in their emotional intelligence and self-esteem; the mean of emotional intelligence in female adolescents is lower than male ones. Also, the mean of self-esteem in males is higher than females. In conclusion, there is no statistically significant difference between the first and the second children. Regarding the issue of gender, female adolescents have a lower rate in both variables of emotional intelligence and self-esteem. This result can be considered that parents should be aware and pay more attention to their emotional intelligence and self-esteem of their female children during their adolescence. |
| Keywords: | Emotional intelligence, Attachment style, Self-esteem, first and second children, adolescence |
| Date: | 2020–09 |
| URL: | http://d.repec.org/n?u=RePEc:smo:conswp:019nr&r=all |