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on Neuroeconomics |
| By: | Zheyuan Zhang (Capital University of Economics and Business); Hui Xu (Beijing Normal University); Ruilin Liu (Capital University of Economics and Business); Zhong Zhao (Renmin University of China) |
| Abstract: | This paper estimates the impact of the Free Education Policy, a major education reform implemented in rural China in 2006, as a natural experiment on the intergenerational transmission of cognitive skills. The identification strategy relies on a difference-in-differences approach and exploits the fact that the reform was implemented gradually at different times across different provinces. By utilizing nationally representative data from the China Family Panel Studies, we find that an additional semester of exposure to the Free Education Policy reduces the intergenerational transmission of parent and child cognitive scores by an approximately 1% standard deviation in rural China, indicating a reduction of 3.5% in intergenerational cognitive persistence. The improvement in cognitive mobility across generations might be attributed to enhanced school attainment, the relaxation of budget constraints, and increased social contact for children whose parents are less advantaged in terms of cognitive skills. |
| Keywords: | Free Education policy, intergenerational transmission, cognitive skills |
| JEL: | H52 I24 J24 |
| Date: | 2024–09 |
| URL: | https://d.repec.org/n?u=RePEc:hka:wpaper:2024-017 |
| By: | Akgündüz, Yusuf Emre (Sabanci University); Akyol, Pelin (Bilkent University); Aydemir, Abdurrahman B. (Sabanci University); Demirci, Murat (Koc University); Kirdar, Murat Güray (Bogazici University) |
| Abstract: | This paper explores the intergenerational effects of the 1997 compulsory schooling reform in Turkey, which extended compulsory schooling from five to eight years, on the developmental outcomes of children aged 36 to 59 months. We draw upon data from the 2018 Turkey Demographic and Health Survey, which features a comprehensive module on early childhood development (ECD), and estimate the impact of mothers' exposure to education reform using RDD. Our analysis reveals a significant increase in maternal educational attainment and corresponding enhancements in children's readiness to learn. Exploring the underlying mechanisms, we find a notable expansion in the number and variety of activities parents, especially fathers, engage in with their children. In a further examination of parental outcomes, we find evidence pointing to narrower educational and age disparities between partners, suggesting an improvement in mothers' agency—aligned with the heightened engagement of fathers with their children. Despite the typical emphasis on mothers in ECD research, our study indicates a significant enhancement in fathers' involvement with their children accompanied by improvement in children's cognitive outcomes. |
| Keywords: | compulsory education, early child development, parental investment, mother's agency, cognitive skills |
| JEL: | H52 I26 J13 J24 |
| Date: | 2024–09 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp17249 |
| By: | Uysal, Busye; Estrella, Ronny |
| Abstract: | While policymakers are beginning to address AI-generated content on social media, there remains a notable gap in regulatory approaches towards Virtual Influencers. The capability of Virtual Influencers to autonomously upload content presents significant challenges, especially in distinguishing between human and AI-generated content, which in turn affects user trust. To tackle this issue, this study proposes the implementation of disclosure flags specifically for content created by Virtual Influencers. This research involved a questionnaire administered to 189 Instagram users to explore how disclosure flags influence their perceptions and acceptance of Virtual Influencer's content. The findings reveal that although disclosure flags increase awareness, they do little to foster critical engagement with the content. The study emphasizes the importance of professional oversight and user-driven content moderation through disclosure flags to maintain the integrity of digital content. These insights are crucial for policymakers and platform designers working towards a transparent digital environment. The evident lack of transparency around Virtual Influencers highlights the urgent need for clearer regulatory frameworks. Therefore, this research advocates for comprehensive strategies that integrate these flags with broader educational and regulatory measures to enhance digital literacy and critical engagement among users. |
| Keywords: | Virtual Influencers, Social Robots, Social Media, Cognitive Dissonance, Affective Behavior, Disclosing Flags |
| Date: | 2024 |
| URL: | https://d.repec.org/n?u=RePEc:zbw:itsb24:302466 |