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on Neuroeconomics |
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Issue of 2023‒03‒06
three papers chosen by |
| By: | Lorenzo Cappellari; Daniele Checchi; Marco Ovidi |
| Abstract: | We quantify the causal effect of schooling on cognitive skills across 21 countries and the full distribution of working-age individuals. We exploit exogenous variation in educational attainment induced by a broad set of institutional reforms affecting different cohorts of individuals in different countries. We find a positive effect of an additional year of schooling on internationally-comparable numeracy and literacy scores. We show that the effect is substantially homogeneous by gender and socio-economic background and that it is larger for individuals completing a formal qualification rather than drop-ping out. Results suggest that early and late school years are the most decisive for cognitive skill development. Exploiting unique survey data on the use of skills, we find suggestive evidence that our result is mediated by access to high-skill jobs. |
| Keywords: | Cognitive skills; Educational Policies; Returns to schooling |
| JEL: | H52 I21 I28 |
| Date: | 2023–02 |
| URL: | http://d.repec.org/n?u=RePEc:irs:cepswp:2023-03&r=neu |
| By: | Nicolas Pazos (University of Nottingham); Marta Favara (University of Oxford); Alan Sánchez (Grupo de Análisis para el Desarrollo (GRADE)); Douglas Scott (University of Oxford); Jere Behrman (University of Pennsylvania) |
| Abstract: | Global warming is changing precipitation patterns, harming communities strongly tied to agricultural production, particularly in low-and-middle income countries (LMICs). Whilst the long-term effects of being exposed to rainfall shocks early in life on school achievement tests are well-established, there is little population-based evidence from LMICs on the mechanisms through which these shocks operate. This paper analyses the effects of early exposure to rainfall shocks on four foundational cognitive skills (FCSs), including executive functions (EF) that have been found to be key predictors of educational success. These skills were measured via a series of tablet-based tasks administered in Peru as part of the Young Lives longitudinal study (YLS). We combine the YLS data with gridded data on monthly precipitation to generate monthly, community-level rainfall estimates. The key identification strategy relies on temporary climatic shocks being uncorrelated with other latent determinants of FCS development. Our results show significant negative effects of early life exposure to rainfall shocks on EF. We also find evidence of rainfall shocks decreasing households’ abilities to invest in human capital, which may affect both FCS and domain-specific test scores. Interestingly, social policies providing affected households with additional resources partially offset the effects of the rainfall shocks. |
| Keywords: | Skills formation, Human capital, Rainfall, Peru, Early childhood |
| JEL: | J24 Q54 I24 I14 |
| Date: | 2022–02–08 |
| URL: | http://d.repec.org/n?u=RePEc:pen:papers:23-001&r=neu |
| By: | Qianqian Shen (Krirk University, Bangkok, 10220, Thailand. Author-2-Name: Peihua Tsai Author-2-Workplace-Name: Krirk University, Bangkok, 10220, Thailand. Author-3-Name: Author-3-Workplace-Name: Author-4-Name: Author-4-Workplace-Name: Author-5-Name: Author-5-Workplace-Name: Author-6-Name: Author-6-Workplace-Name: Author-7-Name: Author-7-Workplace-Name: Author-8-Name: Author-8-Workplace-Name:) |
| Abstract: | " Objective - The present study investigates the impact of augmented reality (AR) on the learning abilities of primary and secondary students at the cognitive and affective levels. Methodology/Technique - The data of 59 relevant domestic and international studies between 2010 and 2021, including 83 studies and 4123 samples, were analyzed through CMA for meta-analysis. Finding - The overall effect size of AR technology on the teaching effectiveness of primary and secondary school students was 0.598, which had a positive contribution. The impact of AR technology on primary and secondary school students was stronger at the affective levels than at the cognitive levels. Novelty - In the process of learning with AR-assisted resources for primary and secondary school students, the school levels, teaching methods, and resource types did not differ significantly, and the differences in teaching outcomes were manifested in the different subject content. Type of Paper - Empirical" |
| Keywords: | Augmented reality (AR); Learning effects; Meta-analysis; Primary and Secondary students; Cognitive; Affective. |
| JEL: | I21 I26 |
| Date: | 2023–12–31 |
| URL: | http://d.repec.org/n?u=RePEc:gtr:gatrjs:gjbssr626&r=neu |