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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 17 of 17 1 Linguistic Traits and Human Capital Formation Galor, Oded; Özak, Ömer; Sarid, Assaf. - : Essen: Global Labor Organization (GLO), 2020 BASE Show details 2 When Do Teachers Respond to Student Feedback? Evidence from a Field Experiment Buurman, Margaretha; Delfgaauw, Josse; Dur, Robert. - : Munich: Center for Economic Studies and ifo Institute (CESifo), 2020 BASE Show details 3 A multi-sensory tutoring program for students at-risk of reading difficulties: Evidence from a randomized field experiment Bøg, Martin; Dietrichson, Jens; Aldenius, Anna. - : Uppsala: Institute for Evaluation of Labour Market and Education Policy (IFAU), 2019 BASE Show details 4 Kleinere Grundschulklassen können zu besseren Leistungen von SchülerInnen führen Bach, Maximilian; Sievert, Stephan. - : Berlin: Deutsches Institut für Wirtschaftsforschung (DIW), 2018 BASE Show details 5 Language Assimilation and Performance in Achievement Tests among Immigrant Children: Evidence from a Field Experiment Mukhopadhyay, Sankar. - : Bonn: Institute of Labor Economics (IZA), 2018 BASE Show details 6 The Bilingual Gap in Children's Language and Emotional Development Harmon, Colm P.; Staneva, Anita; Cobb-Clark, Deborah A.. - : Bonn: Institute of Labor Economics (IZA), 2018 BASE Show details 7 Immigrants Move Where Their Skills Are Scarce: Evidence from English Proficiency Aparicio Fenoll, Ainhoa; Kuehn, Zoë. - : Bonn: Institute of Labor Economics (IZA), 2018 BASE Show details 8 Gender and racial differences in peer effects of limited English students: A story of language or ethnicity? Diette, Timothy M.; Oyelere, Ruth Uwaifo. - : Heidelberg: Springer, 2017 BASE Show details 9 English Proficiency and Test Scores of Immigrant Children in the US Aparicio Fenoll, Ainhoa. - : Bonn: Institute of Labor Economics (IZA), 2017 BASE Show details 10 The Effect of Immigrant Peers in Vocational Schools Frattini, Tommaso; Meschi, Elena. - : Bonn: Institute of Labor Economics (IZA), 2017 BASE Show details 11 Gender and Racial Differences in Peer Effects of Limited English Students: A Story of Language or Ethnicity? Diette, Timothy M.; Uwaifo Oyelere, Ruth. - : Bonn: Institute for the Study of Labor (IZA), 2016 BASE Show details 12 Gender and Race Heterogeneity: The Impact of Increases in Students with Limited English on Native Students' Performance Diette, Timothy M.; Uwaifo Oyelere, Ruth. - : Bonn: Institute for the Study of Labor (IZA), 2013 BASE Show details 13 The intergenerational transmission of cognitive and non-cognitive skills during adolescence and young adulthood Anger, Silke. - : Berlin: Deutsches Institut für Wirtschaftsforschung (DIW), 2012 BASE Show details 14 The intergenerational transmission of cognitive and non-cognitive skills during adolescence and young adulthood Anger, Silke. - : Bonn: Institute for the Study of Labor (IZA), 2011 BASE Show details 15 Evaluating students' evaluations of professors Braga, Michela; Paccagnella, Marco; Pellizzari, Michele. - : Bonn: Institute for the Study of Labor (IZA), 2011 BASE Show details 16 Smart and dangerous: How cognitive skills drive the intergenerational transmission of retaliation Henry, Ruby. - : Bonn: Institute for the Study of Labor (IZA), 2010 Abstract: A need exists to understand how people develop an aggressive, retaliatory conflict resolution policy vs. a more passive reconciliation stance. I contribute a choice-theoretic model that explains how cognitive skills drive the transmission of conflict resolution policies. A child's resolution policy depends on parental effort and the influence of the outside environment. The model has the implication that high-cognitive parents socialize children to their conflict resolution culture more successfully than parents with low cognitive skills. Indeed, I test the model using the cognitive skills and conflict resolution skills of parents and children from the UK National Childhood Development Survey. I find that the parent's effort is reinforced by the prevalence of their conflict resolution values in society. The data confirm that children of retaliating high-cognitive parents are more likely to be socialized to that resolution culture than children of low-cognitive retaliating parents when retaliation is more prominent in society. Keyword: cultural transmission; D10; ddc:330; family influence; I20; J13; socioemotional skills URL: http://hdl.handle.net/10419/51677 BASE Hide details 17 Abstract Estimating Cognitive Gaps Between Indigenous and Non-Indigenous Australians* Andrew Leigh; Xiaodong Gong In: http://people.anu.edu.au/andrew.leigh/pdf/CognitiveGaps.pdf (2008) BASE Show details

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