Psychosocial Status and Cognitive Achievement in Peru
In: Review of Development Economics, Volume 22, Issue 4, p. 1536-1560
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In: Review of Development Economics, Volume 22, Issue 4, p. 1536-1560
SSRN
In: The B.E. journal of economic analysis & policy, Volume 8, Issue 1
ISSN: 1935-1682
Abstract
This paper estimates the relationship between after-school supervision and cognitive achievement using a nationally-representative sample of children. The topic has important public policy implications due to the large role assumed by the government in providing childcare. The effects of family and nonfamily supervision are considered separately. Estimates suggest that adult supervision, regardless of whether it is provided by a family or nonfamily member, is not directly related to a child's cognitive performance. Instead, children who are likely to receive after-school adult supervision from a family member possess unmeasured personal- or family-specific traits that induce improved cognitive performance. In contrast, children who are likely to receive supervision from nonfamily members possess unmeasured traits that lead to lower cognitive outcomes.
In: World development: the multi-disciplinary international journal devoted to the study and promotion of world development, Volume 39, Issue 12, p. 2211-2220
In: Synthese: an international journal for epistemology, methodology and philosophy of science, Volume 196, Issue 11, p. 4583-4603
ISSN: 1573-0964
In: The future of children: a publication of The Woodrow Wilson School of Public and International Affairs at Princeton University, Volume 15, Issue 1, p. 71-89
ISSN: 1550-1558
This article allows readers to look at racial and ethnic disparities in school readiness from a neuroscience perspective. Although researchers have traditionally measured gaps in school readiness using broad achievement tests, they can now assess readiness in terms of more specific brain-based cognitive functions. Three neurocognitive systems—cognitive control, learning and memory, and reading—are essential for success in school. Thanks to recent advances in brain imaging, it is now possible to examine these three systems, each located in specific areas of the brain, by observing them in action as children engage in particular tasks.
Socioeconomic status—already linked with how well children do on skills tests generally—is particularly closely linked with how well they perform on tasks involving these crucial neurocognitive systems. Moreover, children's life experiences can influence their neurocognitive development and lead to functional and anatomical changes in their brains. Noting that chronic stress or abuse in childhood can impair development of the brain region involved in learning and memory, the authors show how the extreme stress of being placed in an orphanage leads to abnormal brain development and decreased cognitive functioning.
More optimistically, the authors explain that children's brains remain plastic and capable of growth and development. Targeted educational interventions thus have the promise of improving both brain function and behavior. Several such interventions, for example, both raise children's scores in tests of reading and increase activity in the brain regions most closely linked with reading. The brain regions most crucial for school readiness may prove quite responsive to effective therapeutic interventions—even making it possible to tailor particular interventions for individual children. The authors look ahead to the day when effective educational interventions can begin to close racial and socioeconomic gaps in readiness and achievement.
In: Studies in educational evaluation, Volume 50, p. 46-52
ISSN: 0191-491X
In: Education Economics, Volume 19, Issue 4, p. 363-396
SSRN
In: Discussion Paper Series, 95,03
World Affairs Online
In: IZA Discussion Paper No. 12521
SSRN
Working paper
In: Child Care in Practice, p. 1-18
ISSN: 1476-489X
In: Oxford Bulletin of Economics and Statistics, Volume 78, Issue 2, p. 228-247
SSRN
In: Economics of education review, Volume 73, p. 101917
ISSN: 0272-7757
In: Socialno-ecologicheskie Technologii: priroda i čelovek: ėkologic̆eskie issledovanija : environment and human: ecological studies, Volume 11, Issue 2, p. 246-275
ISSN: 2500-2961
In: Journal of development economics, Volume 111, p. 181-195
ISSN: 0304-3878
In: Journal of development economics, Volume 111, p. 181-195
ISSN: 0304-3878
World Affairs Online