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

  • Jere R. Behrman

    ()

    (Population Studies Center and Department of Economics, University of Pennsylvania)

  • John Hoddinott

    ()

    (Food Consumption and Nutrition Division, International Food Policy Research Institute)

  • John A. Maluccio,

    ()

    (Department of Economics, Middlebury College)

  • Erica Soler-Hampejsek

    ()

    (Population Studies Center, University of Pennsylvania)

  • Emily L. 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 D. Stein

    ()

    (Hubert Department of Global Health, Emory University)

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

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File URL: http://economics.sas.upenn.edu/system/files/working-papers/06-027.pdf
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Paper provided by Penn Institute for Economic Research, Department of Economics, University of Pennsylvania in its series PIER Working Paper Archive with number 06-027.

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Length: 44 pages
Date of creation: 01 Oct 2006
Date of revision:
Handle: RePEc:pen:papers:06-027
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