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The Effect of Schooling on Cognitive Skills
Linnaeus University, School of Business and Economics, Department of Economics and Statistics. (Linnaeus University Centre for Discrimination and Integration Studies)ORCID iD: 0000-0002-5620-4745
University of California San Diego, USA.
Institute for Evaluation of Labour Market and Education Policy, Sweden;Uppsala University, Sweden.
Linnaeus University, School of Business and Economics, Department of Economics and Statistics. (Linnaeus University Centre for Discrimination and Integration Studies)
2015 (English)In: Review of Economics and Statistics, ISSN 0034-6535, E-ISSN 1530-9142, Vol. 97, no 3, p. 533-547Article in journal (Refereed) Published
Abstract [en]

To identify the causal effect of schooling on cognitive skills, we exploit conditionally random variation in the date Swedish males take a battery of cognitive tests in preparation for military service. We find an extra 10 days of school instruction raises scores on crystallized intelligence tests (synonym and technical comprehension tests) by approximately one percent of a standard deviation, whereas extra nonschool days have almost no effect. In contrast, test scores on fluid intelligence tests (spatial and logic tests) do not increase with additional days of schooling, but do increase modestly with age.

Place, publisher, year, edition, pages
2015. Vol. 97, no 3, p. 533-547
National Category
Economics and Business
Research subject
Economy, Economics
Identifiers
URN: urn:nbn:se:lnu:diva-36382DOI: 10.1162/REST_a_00501ISI: 000357928900001Scopus ID: 2-s2.0-84937117513OAI: oai:DiVA.org:lnu-36382DiVA, id: diva2:737744
Available from: 2014-08-14 Created: 2014-08-14 Last updated: 2019-08-07Bibliographically approved

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Carlsson, MagnusRooth, Dan-Olof

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