Collaborative Research: Household Decision-Making and Child Development

合作研究：家庭决策与儿童发展

• 批准号: 1357686
• 负责人: Matthew Wiswall
• 金额: $ 15.5万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-04-15 至 2018-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1357686&HistoricalAwards=false
• 关键词: Collaborative; Research; Household; Decision; Making

The goal of this research is to broaden understanding of the cognitive development of children using a modeling framework that allows to incorporate direct measures of investment activity by parents, children, and schools in the production of the child's cognitive ability from birth through adolescence. The first project studies the transition of investment in child cognitive ability from the parents to the child over the development phase. The factors driving the transition include: the increased productivity of self-investment as the child ages; increases in the child's future orientation (reflected in age-specific discount factors that are increasing in age); and (exogenous and endogenous) changes in the child's role in household decision-making. The PIs will formulate and estimate both non-cooperative and cooperative models of interactions between parents and children. The second project investigates the role of formal schooling in the cognitive development process. As observed in the Child Development Supplement data from the Panel Study of Income Dynamics, time spent with children declines dramatically (particularly for mothers) when children begin formal schooling. Within the modeling framework, schooling is viewed as a new "factor of production" that enters the child production function when the child first enters formal schooling. Jointly modeling both school and parental inputs is an important contribution to a literature which largely considers each in isolation. The CDS-PSID contains information not only on the geographic location of sample respondents, but also specific information on the quality of the school that each child attends. Understanding the cognitive development process and the role that various actors play in it is essential for the formulation of effective policies to achieve better developmental outcomes. The PIs will use estimates from these models to perform comparative statics exercises and counterfactual policy experiments that have the potential to inform policy, such as the efficacy of parental leaves or the design of effective unconditional and conditional cash transfer (CCT) programs.

这项研究的目标是使用一个模型框架来拓宽对儿童认知发展的理解，该框架允许将父母、儿童和学校的投资活动的直接衡量纳入儿童从出生到青春期认知能力的产生中。第一个项目研究在发展阶段，对儿童认知能力的投资从父母到孩子的转变。推动这一转变的因素包括：随着孩子年龄的增长，自我投资的生产力提高；孩子未来取向的增加（反映在随着年龄的增长而增加的特定年龄折扣因素上）；以及儿童在家庭决策中的角色的（外源性和内源性）变化。 PI 将制定和评估父母和孩子之间互动的非合作和合作模型。第二个项目研究正规学校教育在认知发展过程中的作用。正如收入动态小组研究的儿童发展补充数据中所观察到的那样，当孩子开始正规学校教育时，与孩子相处的时间（尤其是母亲）急剧减少。在模型框架内，学校教育被视为一种新的“生产要素”，当儿童首次进入正规学校教育时，它就进入儿童生产函数。对学校和家长的投入进行联合建模是对很大程度上孤立考虑两者的文献的重要贡献。 CDS-PSID 不仅包含有关样本受访者地理位置的信息，还包含有关每个孩子就读的学校质量的具体信息。了解认知发展过程以及各个参与者在其中发挥的作用对于制定有效的政策以实现更好的发展成果至关重要。 PI 将利用这些模型的估计来进行比较静态练习和反事实政策实验，这些实验有可能为政策提供信息，例如育婴假的功效或有效的无条件和有条件现金转移（CCT）计划的设计。