Cash Transfers, Behavioral Changes, and Cognitive Development in Early Childhood: Evidence from a Randomized Experiment

被引：118

作者：

Macours, Karen ^{[1
,2
]}

Schady, Norbert ^{[3
]}

Vakis, Renos ^{[4
]}

机构：

[1] Paris Sch Econ, F-75014 Paris, France

[2] INRA, F-75014 Paris, France

[3] Interamer Dev Bank, Washington, DC 20577 USA

[4] World Bank, Washington, DC 20433 USA

来源：

AMERICAN ECONOMIC JOURNAL-APPLIED ECONOMICS | 2012年 / 4卷 / 02期

关键词：

NUTRITIONAL SUPPLEMENTATION; PSYCHOSOCIAL STIMULATION; DEVELOPING-COUNTRIES; JAMAICAN CHILDREN; EDUCATION; INTERVENTION; PRESCHOOL; GROWTH; EXPENDITURES; RESOURCES;

D O I：

10.1257/app.4.2.247

中图分类号：

F [经济];

学科分类号：

020101 [政治经济学];

摘要：

Cash transfer programs have become extremely popular in the developing world. A large literature analyzes their effects on schooling, health and nutrition, but relatively little is known about possible impacts on child development. This paper analyzes the impact of a cash transfer program on early childhood cognitive development. Children in households randomly assigned to receive benefits had significantly higher levels of development nine months after the program began. There is no fade-out of program effects two years after the program ended. Additional random variation shows that these impacts are unlikely to result from the cash component of the program alone. (JEL H23, I15, J13, O15)

引用

页码：247 / 273

页数：27

共 63 条

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Multiple Inference and Gender Differences in the Effects of Early Intervention: A Reevaluation of the Abecedarian, Perry Preschool, and Early Training Projects [J].