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What Determines Adult Cognitive Skills? Impacts of Pre-Schooling, Schooling and Post-Schooling Experiences in Guatemala

Jere Behrman, John Hoddinott (), John Maluccio (), Erica Soler-Hampejsek (), Emily Behrman (), Reynaldo Martorell (), Manuel Ramirez-Zea () and Aryeh Stein ()
Additional contact information
Erica Soler-Hampejsek: Population Studies Center, University of Pennsylvania
Emily Behrman: Population Studies Center, University of Pennsylvania
Reynaldo Martorell: Hubert Department of Global Health, Emory University
Manuel Ramirez-Zea: Hubert Department of Global Health, Emory University
Aryeh Stein: Hubert Department of Global Health, Emory University

PIER Working Paper Archive from Penn Institute for Economic Research, Department of Economics, University of Pennsylvania

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

Keywords: education; schooling; Guatemala; nutrition; economic development; Latin America; experience; Flynn effect; stunting (search for similar items in EconPapers)
JEL-codes: I2 O1 (search for similar items in EconPapers)
Date: 2006-10-01
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Related works:
Working Paper: What determines adult cognitive skills?: Impacts of preschooling, schooling, and post-schooling experiences in Guatemala (2008) Downloads
Working Paper: What Determines Adult Cognitive Skills? Impacts of Pre-Schooling, Schooling and Post-Schooling Experiences in Guatemala (2006) Downloads
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