论文标题
认知领域的重要性和南非的教育回报：两项劳动调查的证据
The Importance of Cognitive Domains and the Returns to Schooling in South Africa: Evidence from Two Labor Surveys
论文作者
论文摘要
许多研究考虑了认知在估计上学回报中的重要作用。认知能力如何影响教育可能具有重要的政策影响，尤其是在增加教育程度时期的发展中国家。使用两项纵向劳动调查，这些纵向劳动调查收集了直接的认知技能衡量标准，我们研究了特定认知领域对两个样本中教育的回报的重要性。我们的教学水平有工具，我们发现每年的学校每年都会导致收入增加约18％至20％。估计的效应大小基于两阶段最小二乘的估计值 - 高于相应的普通最小二乘估计值。此外，我们估计并证明了经典的Mincer方程中特定认知领域的重要性。我们发现，执行功能技能（即记忆和方向）是农村样本中收入的重要驱动力，而高阶认知技能（即计算）对于确定城市样本中的收入更为重要。尽管在两个样本中都测试了算术，但它只是城市样本中收益的统计学意义预测指标。
Numerous studies have considered the important role of cognition in estimating the returns to schooling. How cognitive abilities affect schooling may have important policy implications, especially in developing countries during periods of increasing educational attainment. Using two longitudinal labor surveys that collect direct proxy measures of cognitive skills, we study the importance of specific cognitive domains for the returns to schooling in two samples. We instrument for schooling levels and we find that each additional year of schooling leads to an increase in earnings by approximately 18-20 percent. The estimated effect sizes-based on the two-stage least squares estimates-are above the corresponding ordinary least squares estimates. Furthermore, we estimate and demonstrate the importance of specific cognitive domains in the classical Mincer equation. We find that executive functioning skills (i.e., memory and orientation) are important drivers of earnings in the rural sample, whereas higher-order cognitive skills (i.e., numeracy) are more important for determining earnings in the urban sample. Although numeracy is tested in both samples, it is only a statistically significant predictor of earnings in the urban sample.
