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on Neuroeconomics |
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Issue of 2022‒11‒14
three papers chosen by |
| By: | De Hoyos Navarro,Rafael E.; Estrada,Ricardo; Vargas Mancera,Maria Jose |
| Abstract: | This paper studies the relationship between test scores and cognitive skills using two longitudinal data sets that track student performance on a national standardized exam in grades 6, 9, and 12 and post-secondary school outcomes in Mexico. Using a large sample of twins, the analysis finds that primary school test scores are a strong predictor of secondary education outcomes and that this association is mainly driven by the relationship between test scores and cognitive skills, as opposed to family background and other general skills. Using a data set that links results in the national standardized test to later outcomes, the paper finds that secondary school test scores predict university enrollment and hourly wages. These results indicate that, despite their limitations, large-scale student assessments can capture the skills they are meant to measure and can therefore be used to monitor learning in education systems. |
| Keywords: | Educational Sciences,Labor Markets,Rural Labor Markets,Education For All,Education for Development (superceded),Educational Populations,Educational Institutions&Facilities,Effective Schools and Teachers |
| Date: | 2021–02–04 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wbrwps:9537&r=neu |
| By: | Barrera,Oscar; Macours,Karen; Premand,Patrick; Vakis,Renos |
| Abstract: | Parenting interventions have the potential to improve early childhood development. Text messages are considered a promising channel to deliver parenting information at large scale. This paper tests whether sending text messages about parenting practices impacts early childhood development. Households in rural Nicaragua were randomly assigned to receive messages about nutrition, health, stimulation, or the home environment. The intervention led to significant changes in self-reported parenting practices. However, it did not translate into improvements in children's cognitive development. When local opinion leaders were randomly exposed to the same text message intervention, parental investments declined and children's outcomes deteriorated. Since interactions between parents and leaders about child development also decreased, the negative effects may have resulted from a crowding-out of some local leaders. |
| Keywords: | Social Protections&Assistance,Health Care Services Industry,Educational Sciences,Early Child and Children's Health,Early Childhood Development,Reproductive Health,Nutrition |
| Date: | 2020–12–09 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wbrwps:9492&r=neu |
| By: | Bendini,Maria Magdalena; Dinarte Diaz,Lelys Ileana |
| Abstract: | This paper studies the effect of maternal depression on early childhood cognition in Peru. The identification strategy exploits variation in exposure to exogenous shocks during early life to instrument for maternal depression. The results suggest that maternal depression is detrimental to the child's vocabulary at age five. Although the effects fade out by age eight, early vocabulary gaps can undermine other development outcomes. The effects do not vary by maternal education, but they are significant only for children living in disadvantaged households. The presence of a partner worsens the effect of maternal depression on vocabulary development, and this effect is driven by households with partners who drink heavily. |
| Keywords: | Health Care Services Industry,Mental Health,Educational Sciences,Early Childhood Development,Nutrition,Early Child and Children's Health,Reproductive Health,Children and Youth |
| Date: | 2020–11–24 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wbrwps:9479&r=neu |