Does Schooling Improve Cognitive Functioning at Older Ages?
Nicole E. Schneeweis
Johannes Kepler University Linz - Department of Economics
affiliation not provided to SSRN
Johannes Kepler University Linz - Department of Economics; Institute for Advanced Studies (IHS) - Department of Economics & Finance; Centre for Economic Policy Research (CEPR); Institute for the Study of Labor (IZA)
IZA Discussion Paper No. 6958
We study the relationship between education and cognitive functioning at older ages by exploiting compulsory schooling reforms, implemented in six European countries during the 1950s and 1960s. Using data of individuals aged 50+ from the Survey of Health, Aging and Retirement in Europe (SHARE), we assess the causal effect of education on old-age memory, fluency, numeracy, orientation and dementia. We find a positive impact of schooling on memory. One year of education increases the delayed memory score by about 0.3, which amounts to 16% of the standard deviation. Furthermore, for women, we find that more education reduces the risk of dementia.
Number of Pages in PDF File: 35
Keywords: compulsory schooling, instrumental variables, education, cognitive functioning, memory, aging, dementia
JEL Classification: I21, J14working papers series
Date posted: November 3, 2012
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