2010
DOI: 10.3386/w15664
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Estimating the Technology of Cognitive and Noncognitive Skill Formation

Abstract: Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in… Show more

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Cited by 290 publications
(358 citation statements)
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“…In fact, the coefficient becomes larger over time, with larger magnitudes found for older children. This is in agreement with Cunha andHeckman's (2008, 2010) hypothesis of early investments in children having multiplier effects in later childhood.…”
Section: Resultssupporting
confidence: 80%
See 2 more Smart Citations
“…In fact, the coefficient becomes larger over time, with larger magnitudes found for older children. This is in agreement with Cunha andHeckman's (2008, 2010) hypothesis of early investments in children having multiplier effects in later childhood.…”
Section: Resultssupporting
confidence: 80%
“…These differences are visible at all the ages we consider (5, 7, 11 and 14) and across a range of subject areas. In fact, coefficients seem to increase in magnitude with time, in line with Cunha and Heckman's (2010) hypothesis of early investments in children having multiplier effects in later childhood. This fact corresponds to the results reported by Del Bono and Rabe (2011), also for United Kingdom (Millennium Cohort Study).…”
Section: Control Variablessupporting
confidence: 56%
See 1 more Smart Citation
“…Through its effects on the development of cognitive and socio-emotional skills, parental investment has been shown to be a key determinant of the economic and social success of children at an adult age (Cunha et al, 2010). We find that individuals with disadvantaged cultural background invest little in education (9.83 years on average for those with very few books at home and 12.66 year on average for those with more books at home).…”
Section: Why Do Books At Home At Age Ten Matter For Lifetime Earnings?mentioning
confidence: 78%
“…Cunha and Heckman (2007) show that ability gaps between individuals and across socioeconomic groups open up at early ages, for both cognitive and socio-emotional skills. Cognitive abilities become stable around the age of ten, suggesting that environmental conditions below this age are important and that early policy interventions pay off more than later interventions (Cunha, Heckman and Schennach, 2010). We measure early life conditions with the number of books available in the household when the individual was ten years old.…”
Section: Early Life Conditions and Returns To Schoolingmentioning
confidence: 99%