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on Neuroeconomics |
| By: | Orazio Attanasio; Gabriella Conti; Pamela Jervis; Costas Meghir; Aysu Okbay |
| Abstract: | We evaluate impacts heterogeneity of an Early Childhood Intervention, with respect to the Educational Attainment Polygenic Score (EA4 PGS) constructed from DNA data based on GWAS weights from a European population. We find that the EA4 PGS is predictive of several measures of child development, mother’s IQ and, to some extent, educational attainment. We also show that the impacts of the intervention are significantly greater in children with low PGS, to the point that the intervention eliminates the initial genetic disadvantage. Lastly, we find that children with high PGS attract more parental stimulation; however, the latter increases more strongly in children with low PGS. |
| Keywords: | GxE interactions, early childhood development, stimulationprograms |
| JEL: | C21 J13 I24 |
| Date: | 2025 |
| URL: | https://d.repec.org/n?u=RePEc:ces:ceswps:_11869 |
| By: | Xu, Hui (Beijing Normal University); Zhang, Zheyuan (Capital University of Economics and Business, Beijing); Zhao, Zhong (Renmin University of China) |
| Abstract: | Social interaction plays an important role in early language development, and family is considered a major arena for socialization. However, little is known about the potential impact of one particular demographic group of parents, notably those parents who were themselves only children. This paper empirically examines the effect of being only-child parents on the language ability of their children. The results show that children whose parents are both only children have significantly lower language skills. We further examine urban and rural children respectively, and find that the lower language ability is mainly driven by rural children as they are more constrained by their family socio-economic background. Three channels have been identified to explore the relationship between only-child parents and the lower language ability of their children: intergenerational cognitive transmission; parental engagement in the school life of their children; children’s social relationship. Contrary to language ability, the math ability is not affected, suggesting that social interaction plays an important role in the development of language, but does not influence math cognitive skills. |
| Keywords: | only-child, child development, cognitive skill, parental investment, social interaction |
| JEL: | J12 J13 J24 |
| Date: | 2025–05 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp17918 |
| By: | Jonathan Benchimol; Lahcen Bounader; Mario Dotta |
| Abstract: | Bounded rationality and limited attention significantly influence expectation formation and macroeconomic dynamics, yet empirical quantification of these behavioral phenomena remains challenging. This paper provides the first cross-country estimation of both micro- and macro-level attention parameters using a structurally identified behavioral New Keynesian model. Employing Bayesian techniques on harmonized data from 22 OECD countries (1996-2019) and ensuring robust parameter identification, we document substantial heterogeneity in behavioral inattention across countries. Our cognitive discounting estimates range from 0.76 to 0.98, with higher values indicating greater attention. We establish three key empirical regularities: (1) attention parameters are positively associated with macroeconomic volatility, supporting rational inattention theory; (2) surprise movements in key macroeconomic variables and online information-seeking behavior significantly influence attention allocation; and (3) institutional quality, particularly government effectiveness, is correlated with attention levels. These findings reveal that attention is both a behavioral and a structural phenomenon, responding to institutional factors and economic conditions. Our results provide an empirical foundation for calibrating country-specific models and yield important implications for the design and transmission of monetary policy under bounded rationality, showing that policy effectiveness may systematically vary with the macroeconomic environment. |
| Keywords: | cognitive discounting, myopia, attention, Bayesian estimation, behavioral macroeconomics |
| JEL: | E37 E52 E58 E70 E71 |
| Date: | 2025–06 |
| URL: | https://d.repec.org/n?u=RePEc:een:camaaa:2025-34 |
| By: | Barigozzi, Francesca (University of Bologna); Biroli, Pietro (University of Bologna); Monfardini, Chiara (University of Bologna); Montinari, Natalia (University of Bologna); Pisanelli, Elena (University of Bologna); Vitellozzi, Sveva (University of Bologna) |
| Abstract: | This paper introduces a novel, scalable methodology to measure individual perceptions of gaps in mental load—the cognitive and emotional burden associated with \textit{organizing} household and childcare tasks—within heterosexual couples. Using original data from the TIMES Observatory in Italy, the study combines time-use diaries with new survey indicators to quantify cognitive labor, emotional fatigue, and the spillover of mental load into the workplace. Results reveal systematic gender asymmetries: women are significantly more likely than men to bear organizational responsibility for domestic tasks, report lower satisfaction with this division, and experience higher emotional fatigue. These burdens are underestimated by their partners. The effects are particularly pronounced among college-educated and employed women, who also report greater spillovers of family responsibilities than men during paid work hours. The perceived responsibility for managing family activities is more strongly associated with within-couple gaps in time use than with the absolute time spent on their execution, underscoring the relational and conflictual nature of mental load. |
| Keywords: | mental load, gender, time allocation, time-use data |
| JEL: | J16 J22 D91 |
| Date: | 2025–05 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp17912 |
| By: | J. Ignacio Giménez-Nadal (University of Zaragoza); José Alberto Molina (Departamento de Análisis Económico, Universidad de Zaragoza); Jing Jian Xiao (University of Rhode Island, Kingston) |
| Abstract: | This study examines how individuals in the US allocate time to financial activities and how these activities relate to their well-being. Using data from the American Time Use Survey (ATUS), we find that financial tasks occupy a minimal share of daily time—averaging just 8.3 minutes— yet are associated with elevated stress and low happiness. Despite their negative emotional valence, financial activities are perceived as meaningful. Regression analyses reveal that time spent on financial tasks increases with education and income, and varies by gender, employment status, and race. Fur- thermore, affective experiences during financial activities differ significantly across sociodemographic lines: men and older individuals report more negative emotions, while higher education is linked to improved emotional outcomes. These findings allows us to test several hypothesis proposed in previous finantial research, and highlight the cognitive and emotional demands of everyday financial management. |
| Keywords: | Financial behavior, financial literacy, time use data, instant feelings. |
| JEL: | D14 |
| Date: | 2025–06–12 |
| URL: | https://d.repec.org/n?u=RePEc:boc:bocoec:1089 |
| By: | Morando, Greta (University of Sheffield); Sen, Sonkurt (University of Bonn) |
| Abstract: | Socio-emotional skills are recognized as key factors influencing both early and later life outcomes. However, there is limited evidence on how these skills are shaped within the classroom environment. This paper uses nationally representative survey data from England to examine the impact of teacher gender on students' socio-emotional skills. We employ a student fixed effects model. Our findings show that male teachers positively influence male students' prosocial behavior, while negatively affecting female students' peer problems. We provide support for the role model hypothesis and present novel evidence on how parents respond to teacher-student gender match by adjusting their investment strategies for daughters. |
| Keywords: | socio-emotional skills, teachers, gender, child development |
| JEL: | D91 I21 J13 J24 |
| Date: | 2025–06 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp17953 |