Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: evidence from Ethiopia and Peru

We estimate the associations between a set of foundational cognitive skills (inhibitory control, working memory, long-term memory, and implicit learning) measured at age 12 and educational outcomes measured at ages 15 and 19-20 in Ethiopia and Peru (the Young Lives study). The estimates adjust for a...

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Главные авторы: Lopez, J, Behrman, J, Cueto, S, Favara, M, Sanchez, A
Формат: Working paper
Язык:English
Опубликовано: University of Pennsylvania 2022
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author Lopez, J
Behrman, J
Cueto, S
Favara, M
Sanchez, A
author_facet Lopez, J
Behrman, J
Cueto, S
Favara, M
Sanchez, A
author_sort Lopez, J
collection OXFORD
description We estimate the associations between a set of foundational cognitive skills (inhibitory control, working memory, long-term memory, and implicit learning) measured at age 12 and educational outcomes measured at ages 15 and 19-20 in Ethiopia and Peru (the Young Lives study). The estimates adjust for a rich set of lagged controls and include measurements of children’s general abilities. For a subset of the outcomes, we exploit within-household variation. Working memory and long-term memory are consistently and positively associated with subsequent domain-specific cognitive achievement tests in both countries, university enrolment in Peru (working memory) and lower secondary-school completion in Ethiopia (long-term memory). Inhibitory control predicts subsequent math-test scores in both countries, and grade attainment in Ethiopia. These results provide additional evidence to justify the importance of promoting investments in cognitive skills throughout childhood and adolescence, and these results potentially elucidate how investments in children impact their educational achievements.
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spelling oxford-uuid:2c41d57d-c99b-4ac3-a2c9-9150dabf070a2023-08-09T15:26:34ZLate-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: evidence from Ethiopia and PeruWorking paperhttp://purl.org/coar/resource_type/c_8042uuid:2c41d57d-c99b-4ac3-a2c9-9150dabf070aEnglishSymplectic ElementsUniversity of Pennsylvania2022Lopez, JBehrman, JCueto, SFavara, MSanchez, AWe estimate the associations between a set of foundational cognitive skills (inhibitory control, working memory, long-term memory, and implicit learning) measured at age 12 and educational outcomes measured at ages 15 and 19-20 in Ethiopia and Peru (the Young Lives study). The estimates adjust for a rich set of lagged controls and include measurements of children’s general abilities. For a subset of the outcomes, we exploit within-household variation. Working memory and long-term memory are consistently and positively associated with subsequent domain-specific cognitive achievement tests in both countries, university enrolment in Peru (working memory) and lower secondary-school completion in Ethiopia (long-term memory). Inhibitory control predicts subsequent math-test scores in both countries, and grade attainment in Ethiopia. These results provide additional evidence to justify the importance of promoting investments in cognitive skills throughout childhood and adolescence, and these results potentially elucidate how investments in children impact their educational achievements.
spellingShingle Lopez, J
Behrman, J
Cueto, S
Favara, M
Sanchez, A
Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: evidence from Ethiopia and Peru
title Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: evidence from Ethiopia and Peru
title_full Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: evidence from Ethiopia and Peru
title_fullStr Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: evidence from Ethiopia and Peru
title_full_unstemmed Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: evidence from Ethiopia and Peru
title_short Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: evidence from Ethiopia and Peru
title_sort late childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood evidence from ethiopia and peru
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