What determines adult cognitive skills?: Impacts of preschooling, schooling, and post-schooling experiences in Guatemala

Jere Behrman, John Hoddinott, John Maluccio, Erica Soler-Hampejsek, Emily L. Behrman, Reynaldo Martorell, Manuel Ramírez-Zea and Aryeh D. Stein

No 826, IFPRI discussion papers from International Food Policy Research Institute (IFPRI)

Abstract: "Most investigations into the importance and determinants of adult cognitive skills assume that (1) they are produced primarily by schooling, and (2) schooling is statistically predetermined or exogenous. This study uses longitudinal data collected in Guatemala over 35 years to investigate production functions for adult cognitive skills—that is, reading-comprehension skills and nonverbal cognitive skills—as being dependent on behaviorally determined preschooling, schooling, and post-schooling experiences. We use an indicator of whether the child was stunted (child height-for-age Z-score

Keywords: Human capital; cognitive skills; Stunting; work experience; Development; Education; Gender; Health and nutrition (search for similar items in EconPapers)
Date: 2008
New Economics Papers: this item is included in nep-cbe, nep-dev, nep-edu, nep-hrm, nep-lab, nep-lam and nep-ltv
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (6)

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Related works:
Working Paper: What Determines Adult Cognitive Skills? Impacts of Pre-Schooling, Schooling and Post-Schooling Experiences in Guatemala (2006)
Working Paper: What Determines Adult Cognitive Skills? Impacts of Pre-Schooling, Schooling and Post-Schooling Experiences in Guatemala (2006)
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