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dc.creator Behrman, Jere R.
dc.creator Hoddinott, John
dc.creator Maluccio, John A.
dc.creator Soler-Hampejsek, Erica
dc.creator Behrman, Emily L.
dc.creator Martorell, Reynaldo
dc.creator Ramírez-Zea, Manuel
dc.creator Stein, Aryeh D.
dc.date.issued 2014-02-13
dc.identifier.issn 2196-436X
dc.identifier.uri http://hdl.handle.net/11651/3213
dc.description Cognitive skills, schooling, Guatemala, nutrition
dc.description.abstract Most empirical investigations of the effects of cognitive skills assume that they are produced by schooling. Drawing on longitudinal data to estimate production functions for adult verbal and nonverbal cognitive skills, we find that: (1) School attainment has a significant and substantial effect on adult verbal cognitive skills but not on adult nonverbal cognitive skills; and (2) Pre-school and post-school experiences also have substantial positive significant effects on adult cognitive skills. Pre-school experiences captured by height for age at 6 years substantially and significantly increase adult nonverbal cognitive skills, even after controlling for school attainment. Post-school tenure in skilled jobs has significant positive effects on both types of cognitive skills. The findings (1) reinforce the importance of early life investments; (2) support the importance of childhood nutrition (‘‘Flynn effect’’) and work complexity in explaining increases in nonverbal cognitive skills; (3) call into question interpretations of studies reporting productivity impacts of cognitive skills that do not control for endogeneity; and (4) point to limitations in using adult school attainment alone to represent human capital.
dc.format application/PDF
dc.language.iso eng
dc.publisher Centro de Investigación y Docencia Económicas
dc.relation.ispartof Latin American Economic Review, volumen 23, número 1, febrero de 2014
dc.rights La revista Latin American Economic Review autoriza a poner en acceso abierto de conformidad con las licencias CREATIVE COMMONS, aprobadas por el Consejo Académico Administrativo del CIDE, las cuales establecen los parámetros de difusión de las obras con fines no comerciales. Lo anterior sin perjuicio de los derechos morales que corresponden a los autores.
dc.source 2196-436X
dc.title What determines adult cognitive skills?: influences of pre-school, school, and post-school experiences in Guatemala
dc.type Artículo
dc.accessrights Acceso abierto
dc.recordIdentifier 000003213
dc.rights.license Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 International CC BY-NC-ND
dc.relation.project “Grand Challenges Canada Grant Number 0072-03”
dc.relation.project “NIH/Fogarty grant TW-05598”
dc.relation.project “NSF/Economics grants SES 0136616 and SES 0211404”
dc.relation.project “NIH grant HD046125”
dc.relation.project “NIHR01 HD045627-01”
dc.relation.project “NIH/NIA grant P30 AG12836”
dc.identifier.citation En: Latin American Economic Review, volumen 23, número 1, febrero de 2014
dc.identifier.doi https://doi.org/10.1007/s40503-014-0004-4
dc.identifier.url https://link.springer.com/article/10.1007/s40503-014-0004-4


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