The Growing Importance of Cognitive Skills in Wage Determination

Murnane, Richard J.; Willett, John B.; Levy, Frank

doi:10.12987/yale/9780300095418.003.0021

Cited by 158 publications

(157 citation statements)

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“…Though many studies have shown that social and behavioral skills are associated with academic achievement and attainment (Alexander et al, 2003;Ladd, Birch, and Buhs, 1999;Nor-3 mandeau and Guay, 1998;Raver et al, 2005;Trzesniewski et al, 2006), scholars continue to debate the specific skills that matter, the size of their effects, and the extent to which they explain gaps in educational achievement by race, class, and gender (Bowles, Gintis, and Osborne, 2001;Borghans et al, 2008;Murnane, Willett, and Levy, 1995). In a series of papers, Heckman and colleagues argue that parents influence the development of social and behavioral as well as cognitive skills, and that interventions such as enriched child-care centers (e.g., the Perry preschool program) boosted social and behavioral skills of children, and improved academic performance through this vehicle (Heckman and Rubenstein, 2001;Cawley, Heckman, and Vytlacil, 2001;Carneiro and Heckman, 2003;Cunha et al, 2006;Heckman and Masterov, 2007;Heckman, Stixrud, and Urzua, 2006;Urzua, 2006).…”

Section: Social/behavioral Skills Academic Achievement and Gendermentioning

confidence: 99%

Social and behavioral skills and the gender gap in early educational achievement

DiPrete

Jennings²

2012

Social Science Research

286

221

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Section: Social/behavioral Skills Academic Achievement and Gendermentioning

confidence: 99%

Social and behavioral skills and the gender gap in early educational achievement

DiPrete

Jennings²

2012

Social Science Research

286

221

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“…Numerous studies have established that cognitive ability is a strong predictor of schooling attainment and wages (Cawley, Heckman, and Vytlacil, 2001;Murnane, Willett, and Levy, 1995), as well as a range of social behaviors (Herrnstein and Murray, 1994). Recently, an emerging body of research shows the e ects of social/emotional ability (sometimes referred to as non-cognitive ability ) on outcomes such as labor market participation, test scores, health, and migration (Borghans, Meijers, and Ter Weel, 2008;Heckman, Stixrud, and Urzua, 2006;Cobb-Clark and Tan, 2011;Chiteji, 4 An exception is the dataset used by Witte (1980) which follows a set of men released from prison in North Carolina.…”

mentioning

confidence: 99%

Separating state dependence, experience, and heterogeneity in a model of youth crime and education

Mancino

Navarro

Rivers

2016

Economics of Education Review

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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 der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in AbstractWe study the determinants of youth crime using a dynamic discrete choice model of crime and education. We allow past education and criminal activities to a ect current crime and educational decisions. We take advantage of a rich panel dataset on serious juvenile o enders, the Pathways to Desistance. Using a series of psychometric tests, we estimate a model of cognitive and social/emotional skills that feeds into the crime and education model. This allows us to separately identify the roles of state dependence, returns to experience, and heterogeneity in driving crime and enrollment decisions among youth. We nd small e ects of experience and stronger evidence of state dependence for crime and schooling. We provide evidence that, as a consequence, policies that a ect individual heterogeneity (like social/emotional skills), and those that temporarily keep youth away from crime, can have important and lasting e ects even if criminal experience has already accumulated.

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“…5 The bandit models of job search imply that worker with higher innate ability moves toward more complex and high-paying job. This hypothesis is empirically supported by studies of , , and Murnane et al (1995).…”

Section: Job Search and Labor Mobilitymentioning

confidence: 64%

A survey on the bandit problem with switching costs

Jun

2004

De Economist

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SummaryThe paper surveys the literature on the bandit problem, focusing on its recent development in the presence of switching costs. Switching costs between arms makes not only the Gittins index policy suboptimal, but also renders the search for the optimal policy computationally infeasible. This survey will first discuss the decomposability properties of the arms that make the Gittins index policy optimal, and show how these properties break down upon the introduction of costs on switching arms. Having established the failure of the simple index policy, the survey focus on the recent efforts to overcome the difficulty of finding the optimal policy in the bandit problem with switching costs: characterization of the optimal policy, exact derivation of the optimal policy in the restricted environments, and lastly approximation of optimal policy. The advantages and disadvantages of the above approaches are discussed.

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The Growing Importance of Cognitive Skills in Wage Determination

Cited by 158 publications

References 0 publications

Social and behavioral skills and the gender gap in early educational achievement

Social and behavioral skills and the gender gap in early educational achievement

Separating state dependence, experience, and heterogeneity in a model of youth crime and education

A survey on the bandit problem with switching costs

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