Formulating, Identifying and Estimating the Technology of Cognitive and Noncognitive Skill Formation

Autor/inn/en	Cunha, Flavio; Heckman, James J.
Titel	Formulating, Identifying and Estimating the Technology of Cognitive and Noncognitive Skill Formation
Quelle	In: Journal of Human Resources, 43 (2008) 4, S.738-782 (45 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-166X
Schlagwörter	Family Environment; Family Influence; Family Role; Developmental Stages; Child Development; Cognitive Development; Thinking Skills; Age Differences; Measurement Techniques; Models; Socioeconomic Status; Economic Factors; Human Capital; Productivity; Skill Development; Evaluation Research; Evaluation Methods + Suchen Sie Ihr Suchwort? Familienmilieu; Kindesentwicklung; Kognitive Entwicklung; Denkfähigkeit; Age; Difference; Age difference; Altersunterschied; Messtechnik; Analogiemodell; Socio-economic status; Sozioökonomischer Status; Ökonomischer Faktor; Humankapital; Produktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Evaluationsforschung
Abstract	This paper estimates models of the evolution of cognitive and noncognitive skills and explores the role of family environments in shaping these skills at different stages of the life cycle of the child. Central to this analysis is identification of the technology of skill formation. We estimate a dynamic factor model to solve the problem of endogeneity of inputs and multiplicity of inputs relative to instruments. We identify the scale of the factors by estimating their effects on adult outcomes. In this fashion we avoid reliance on test scores and changes in test scores that have no natural metric. Parental investments are generally more effective in raising noncognitive skills. Noncognitive skills promote the formation of cognitive skills but, in most specifications of our model, cognitive skills do not promote the formation of noncognitive skills. Parental inputs have different effects at different stages of the child's life cycle with cognitive skills affected more at early ages and noncognitive skills affected more at later ages. (Contains 17 tables and 39 footnotes.) (As Provided).
Anmerkungen	University of Wisconsin Press. 1930 Monroe Street, Madison, WI 53711-2059. Tel: 608-263-0668; Fax: 608-263-1173; e-mail: journals@uwpress.wisc.edu; Web site: http://www.wisc.edu/wisconsinpress/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10