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Does the birth order affect the cognitive development of a child?

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  • Frank Heiland

Abstract

This article investigates the link between position in the birth order and early scholastic ability. Using matched mother-child data from the National Longitudinal Survey of Youth (1979 cohort, NLSY79), I find that being the first-born is beneficial even after controlling for (nonlinear) effects of family size and child characteristics. The verbal ability of first-borns is about one-tenth of a SD higher than for children in the middle of the birth order. There is no evidence that last-borns fare better than intermediate children. The first-born advantage is confirmed by estimates from within-family variation models and I argue that the findings are consistent with the resource dilution hypothesis.

Suggested Citation

  • Frank Heiland, 2009. "Does the birth order affect the cognitive development of a child?," Applied Economics, Taylor & Francis Journals, vol. 41(14), pages 1799-1818.
    • Handle: RePEc:taf:applec:v:41:y:2009:i:14:p:1799-1818
    DOI: 10.1080/00036840601083220
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    References listed on IDEAS

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    1. Christopher J. Ruhm, 2004. "Parental Employment and Child Cognitive Development," Journal of Human Resources, University of Wisconsin Press, vol. 39(1).
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    Cited by:

    1. Monfardini, Chiara & See, Sarah Grace, 2012. "Birth Order and Child Outcomes: Does Maternal Quality Time Matter?," IZA Discussion Papers 6825, Institute of Labor Economics (IZA).
    2. Lehmann, Jee-Yeon K. & Nuevo-Chiquero, Ana & Vidal-Fernandez, Marian, 2012. "Explaining the Birth Order Effect: The Role of Prenatal and Early Childhood Investments," IZA Discussion Papers 6755, Institute of Labor Economics (IZA).
    3. Vinish Shrestha & Rashesh Shrestha, 2017. "Intergenerational effect of education reform: mother's education and children's human capital in Nepal," Working Papers 2017-05, Towson University, Department of Economics, revised Oct 2017.

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