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on Neuroeconomics |
| By: | Adamecz, Anna; Ilieva, Radina; Shure, Nikki |
| Abstract: | The Dunning-Kruger effect (DKE) states that people with lower levels of the ability tend to self-assess their ability less accurately than people with relatively higher levels of the ability. Thus, the correlation between one's objective cognitive abilities and self-assessed abilities is higher at higher levels of objective cognitive abilities. There has been much debate as to whether this effect actually exists or is a statistical artefact. This paper replicates and extends Gignac and Zajenkowski (2020) and Dunkel, Nedelec, and van der Linden (2023) to test whether the DKE exists using several measures of ability and nationally representative data from a British birth cohort study. To do this, we construct a measure of objective cognitive abilities using 18 tests conducted at ages 5, 10, and 16, and a measure of subjective self-assessed abilities using estimates of school performance and being clever at ages 10 and 16. We replicate their models and show that the DKE exists in our secondary data. Importantly, we are the first to look at whether this relationship is heterogeneous by gender and find that while the self- assessment bias is gender specific, the DKE is not. The DKE comes from men relatively overestimating and women relatively underestimating their abilities. |
| Keywords: | Dunning-Kruger effect, overconfidence, underconfidence, gender differences |
| JEL: | J16 J24 D90 |
| Date: | 2025 |
| URL: | https://d.repec.org/n?u=RePEc:zbw:glodps:1566 |
| By: | Hiller, Tatiana; Moya, Andrés; Rozo Villarraga, Sandra Viviana |
| Abstract: | By 2023, more than 108 million people were forcibly displaced worldwide, with children under 18 constituting 45 percent. This study examines the human development gaps between forcibly displaced migrant and host children and adolescents, focusing on cognitive and socioemotional skills and physical and mental health. The study also explores how access to services and regularization programs are correlated with these disparities using a unique and comprehensive longitudinal data set of around 2, 500 Venezuelan migrant and Colombian host children and adolescents, ages 5 to 17 and living in Medellín, Colombia. The findings reveal significant developmental delays among migrant children in physical and cognitive development, but interestingly, no significant differences in socioemotional and mental health outcomes. The research underscores how the availability of public services and engagement in regularization programs are crucial for mitigating these developmental gaps. |
| Date: | 2024–05–06 |
| URL: | https://d.repec.org/n?u=RePEc:wbk:wbrwps:10765 |
| By: | Bassi, Marina; Besbas, Bruno Azzedine; Dinarte Diaz, Lelys Ileana; Ravindran, Saravana; Reynoso, Ana Maria |
| Abstract: | Using a randomized control trial, this paper studies an at-scale preschool construction program that serves poor communities in rural Mozambique. In addition to the construction of preschools, the program hired local instructors and provided parenting education sessions. The findings show that the program had high take-up rates, significantly increasing access to preschool education. Compared to a small base of 2 percent of children in control communities enrolled in preschool, the intervention increased preschool enrollment rates in treated communities by 73 percentage points. The program also had significant positive effects on enrollment in and progression through primary school, with an increase of 6 percentage points in enrollment in first grade at age 6, and a 0.16 standard deviation impact on an index of cognitive and social-emotional skills. Using m achine learning tools, the paper estimates substantial heterogeneity by child development skills at baseline. Moreover, the program caused parents in treated communities to invest more time in supporting their primary school-aged children. |
| Date: | 2024–06–24 |
| URL: | https://d.repec.org/n?u=RePEc:wbk:wbrwps:10814 |
| By: | Cortina Toro, Magdalena; Jimenez, Juan Miguel; Rozo Villarraga, Sandra Viviana |
| Abstract: | This paper reviews the main findings from 113 studies produced between 1990 and 2023, focusing on the impact of migration on various child groups affected through the migration path, including left-behind, migrant (voluntary and forced), and native children. The findings reveal that migration influences children’s outcomes in complex and context-dependent ways, and it interacts dramatically with household demographics and public policies. Key results include the following: (i) left-behind children benefit fr om remittances but experience dramatic declines in their cognitive and non-cognitive development due to parental absence; (ii) immigrant children generally fare better than those in their origin countries but still underperform compared to native children in host countries; and (iii) the impacts of migration on native children largely depend on the adjustment of public service supply to meet increased demand. In cases where education services expand to meet rising demand, the effect on native children can be minimal or even positive. This paper emphasizes the need for more experimental or quasi-experimental research to examine the effectiveness of programs that support migrant and minor host children, and it calls for longitudinal data collection to better understand the challenges and needs of migrant children, particularly in developing countries. |
| Date: | 2024–01–30 |
| URL: | https://d.repec.org/n?u=RePEc:wbk:wbrwps:10686 |