THE EFFECT OF SCHOOLING ON COGNITIVE SKILLS

被引：125

作者：

Carlsson, Magnus ^{[1
]}

Dahl, Gordon B. ^{[2
]}

Oeckert, Bjoern ^{[3
,4
]}

Rooth, Dan-Olof ^{[1
]}

机构：

[1] Linnaeus Univ, Kalmar, Sweden

[2] Univ Calif San Diego, La Jolla, CA 92093 USA

[3] Inst Evaluat Labour Market, Kalmar, Sweden

[4] Uppsala Univ, Uppsala, Sweden

来源：

REVIEW OF ECONOMICS AND STATISTICS | 2015年 / 97卷 / 03期

关键词：

TEST-SCORES; KINDERGARTEN ENTRANCE; STUDENT PERFORMANCE; SWEDISH ENLISTMENT; AGE; ABILITY; ACHIEVEMENT; ENTRY; INTELLIGENCE; OUTCOMES;

D O I：

10.1162/REST_a_00501

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

To identify the causal effect of schooling on cognitive skills, we exploit conditionally random variation in the date Swedish males take a battery of cognitive tests in preparation for military service. We find an extra ten days of school instruction raises scores on crystallized intelligence tests (synonyms and technical comprehension tests) by approximately 1% of a standard deviation, whereas extra nonschool days have almost no effect. In contrast, test scores on fluid intelligence tests (spatial and logic tests) do not increase with additional days of schooling but do increase modestly with age.

引用

页码：533 / 547

页数：15

共 64 条

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