What Determines Adult Cognitive Skills? Impacts of Pre-Schooling, Schooling and Post-Schooling Experiences in Guatemala
Jere Richard Behrman,
John Hoddinott (),
John Maluccio (),
Soler-Hampejsek, Erica (),
Emily Behrman (),
Reynaldo Martorell (),
Ramirez-Zea, Manuel () and
Aryeh Stein ()
Additional contact information John Maluccio: Department of Economics, Middlebury College
Soler-Hampejsek, Erica: Population Studies Center, University of Pennsylvania
Emily Behrman: Population Studies Center, University of Pennsylvania
Reynaldo Martorell: Hubert Department of Global Health, Emory University
Ramirez-Zea, Manuel: Hubert Department of Global Health, Emory University
Aryeh Stein: Hubert Department of Global Health, Emory University
Abstract:
Most investigations of the importance of and the determinants of adult cognitive skills assume that (a) they are produced primarily by schooling and (b) schooling is statistically predetermined. But these assumptions may lead to misleading inferences about impacts of schooling and of pre-schooling and post-schooling experiences on adult cognitive skills. This study uses an unusually rich longitudinal data set collected over 35 years in Guatemala to investigate production functions for adult (i) reading-comprehension and (ii) nonverbal cognitive skills as dependent on behaviorally-determined pre-schooling, schooling and post-schooling experiences