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Author: Huang, Fali

Resulting in 10 citations.

1.	Huang, Fali
1.	Child Development Production Functions Presented: San Antonio, TX, Society of Labor Economics 9th Annual Meeting, April 2004. Also: http://client.norc.org/jole/SOLEweb/huang.pdf Cohort(s): Children of the NLSY79 Publisher: National Opinion Research Center - NORC Keyword(s): Behavior Problems Index (BPI); Home Environment; Home Observation for Measurement of Environment (HOME); Maternal Employment; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Pre-natal Care/Exposure; Work Histories Early child development is a crucial part of human capital formation. This paper estimates production functions of child cognitive and social development using NLSY(79)child data. A sample of eight- and nine-year old children is constructed where over two hundred current and historical inputs starting from mother's prenatal care period are included. A tree structured regression method is used to conduct estimation under various specifications, explicitly allowing for non-linear structures and unobserved heterogenous child innate ability. The estimation results show that both current and earlier inputs matter, where the most important inputs are books, reading, and discipline. Child abilities evolve over time and are affected by home inputs. A mother's working hours do not matter when detailed inputs and child ability are controlled; nor do a child's race, sex, and birth order.
	Bibliography Citation Huang, Fali. "Child Development Production Functions." Presented: San Antonio, TX, Society of Labor Economics 9th Annual Meeting, April 2004.

2.	Huang, Fali
2.	Child Development Production Functions Working Paper, School of Economics and Social Sciences, Singapore Management University, February 28, 2006. Also: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=889005 Cohort(s): Children of the NLSY79 Publisher: School of Social Sciences, Singapore Management University Keyword(s): Behavior Problems Index (BPI); Children, Academic Development; Children, Behavioral Development; Cognitive Ability; Home Observation for Measurement of Environment (HOME); Maternal Employment; Modeling; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Pre-natal Care/Exposure; Television Viewing Permission to reprint the abstract has not been received from the publisher. This paper estimates production functions of child cognitive and social development using NLSY79 child data. A sample of eight- and nine-year old children is constructed, which includes over two hundred home and school inputs starting from mother's prenatal care period as well as family background variables. A tree structured regression method is used to conduct estimation under various specifications, explicitly allowing for unobserved heterogeneity and non-linear structures. A small subset of earlier and current home inputs are found consistently important in explaining variances of child development results, while family backgrounds variables are seldom selected as primary predictors. The effect of maternal employment is negligible when detailed inputs are controlled, and the score gaps across race can be almost completely accounted for by home and school inputs.
	Bibliography Citation Huang, Fali. "Child Development Production Functions." Working Paper, School of Economics and Social Sciences, Singapore Management University, February 28, 2006.

3.	Huang, Fali
3.	Essays on Social Capital and Human Capital Ph.D. Dissertation, University of Pennsylvania, 2003 Cohort(s): Children of the NLSY79 Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): Behavior Problems Index (BPI); Home Observation for Measurement of Environment (HOME); Maternal Employment; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Pre-natal Care/Exposure Estimation of child development production functions. In the essay production functions of child cognitive and social development are estimated using the tree-structured regression. A sample of eight- and nine-year old children from NLSY(79) child data is used, containing over two hundred home and school inputs starting from mother's prenatal tare period. The estimation is conducted under various specifications used in the literature, including value-added and within-child difference methods. The estimation results show that in most cases earlier scores are not sufficient statistics for historical inputs. Child's innate abilities have large effects on child development. The effects of race and maternal employment are also discussed.
	Bibliography Citation Huang, Fali. Essays on Social Capital and Human Capital. Ph.D. Dissertation, University of Pennsylvania, 2003.

4.	Huang, Fali
4.	Estimations of Child Development Production Functions Working Paper, Department of Economics, University of Pennsylvania, Nov 2002. Also: http://www.ssc.upenn.edu/~fali/earlychild929.pdf Cohort(s): Children of the NLSY79 Publisher: Department of Economics, University of Pennsylvania Keyword(s): Behavior Problems Index (BPI); Home Environment; Parent-Child Relationship/Closeness; Parenting Skills/Styles; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT) Permission to reprint the abstract has not been received from the publisher. In the paper production functions of child cognitive and social development are estimated in a general behavioral model of parents. A sample of eight- and nine-year old children from NLSY(79) child data is used, which includes over two hundred home and school inputs starting from mother's prenatal care period. A tree-structured regression is used instead of the conventional linear regression. The estimation is conducted under various specifications used in the literature, including value-added and within-child difference methods. The estimation results show that historical inputs are important in that they not only have direct effects on future child development results, but also may affect children abilities. And in most cases earlier scores are not sufficient statistics for historical inputs. Specifically, the number of books a child has at various ages, how often a child reads for self-enjoyment, and how often a mother reads to her young child are the most important inputs in predicting a child's math and reading scores. Child behavioral problems at age eight and nine are mostly associated with parents' discipline frequencies, while at younger ages they are also affected by books and readings. Children's innate abilities seem to have large effects on child development. The effects of race and maternal employment are also discussed.
	Bibliography Citation Huang, Fali. "Estimations of Child Development Production Functions." Working Paper, Department of Economics, University of Pennsylvania, Nov 2002.

5.	Huang, Fali Lee, Myoung-Jae
5.	Does Television Viewing Affect Children's Behaviour? Pacific Economic Review 14,4 (October 2009): 474-501. Also: http://www3.interscience.wiley.com/journal/122688606/abstract Cohort(s): Children of the NLSY79 Publisher: Wiley Online Keyword(s): Behavior Problems Index (BPI); Behavioral Problems; Endogeneity; Social Emotional Development; Television Viewing Permission to reprint the abstract has not been received from the publisher. Using three-period panel data drawn from the National Longitudinal Survey of Youth 1979, we investigate whether television (TV) viewing at ages 6-7 and 8-9 years affects children's social and behavioural development at ages 8-9 years. Dynamic panel data models are estimated to handle the unobserved child-specific factor, endogeneity of TV viewing, and the dynamic nature of the causal relation. Special emphasis is placed on this last aspect, focusing on how early TV viewing affects interim child behavioural problems and in turn affects future TV viewing. Overall, we find that TV viewing during ages 6-7 and 8-9 years increases child behavioural problems at ages 8-9 years, and that the effect is economically sizable. [ABSTRACT FROM AUTHOR]
	Bibliography Citation Huang, Fali and Myoung-Jae Lee. "Does Television Viewing Affect Children's Behaviour?" Pacific Economic Review 14,4 (October 2009): 474-501.

6.	Huang, Fali Lee, Myoung-Jae
6.	Dynamic Treatment Effect Analysis of TV Effects on Child Cognitive Development Working Paper, School of Economics and Social Sciences, Singapore Management University, September 21, 2007. Cohort(s): Children of the NLSY79 Publisher: School of Economics, Singapore Management University Keyword(s): Home Observation for Measurement of Environment (HOME); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Television Viewing Permission to reprint the abstract has not been received from the publisher. We investigate whether TV watching at ages 6-7 and 8-9 affects cognitive development measured by math and reading scores at age 8-9 using a rich childhood longitudinal sample from NLSY79. Dynamic panel data models are estimated to handle the unobserved child-specific factor, endogeneity of TV watching and dynamic nature of the causal relation. A special emphasis is put on the last aspect where TV watching affects cognitive development which in turn affects the future TV watching. When this feedback occurs, it is not straightforward to identify and estimate the TV effect. We adopt estimation methods available in the biostatistics literature which can deal with the feedback feature, plus the "standard" econometric panel data IV approach. Overall, we find that watching TV for more than two hours per day during ages 6-9 has a negative total effect on math score at age 8-9, mostly due to a large negative effect of TV watching at the younger ages 6-7. There is also some evidence that TV watching between 2-4 hours per day has a positive effect on reading score than too much or too little TV watching. In both cases, however, the effect magnitudes are economically small.
	Bibliography Citation Huang, Fali and Myoung-Jae Lee. "Dynamic Treatment Effect Analysis of TV Effects on Child Cognitive Development." Working Paper, School of Economics and Social Sciences, Singapore Management University, September 21, 2007.

7.	Huang, Fali Lee, Myoung-Jae
7.	Dynamic Treatment Effect Analysis of TV Effects on Child Cognitive Development Working Paper 10-2007, School of Economics and Social Sciences, Singapore Management University, September 2007. Also: http://www.eaber.org/intranet/documents/41/1532/SMU_Huang_2007_02.pdf Cohort(s): Children of the NLSY79 Publisher: School of Economics, Singapore Management University Keyword(s): Cognitive Development; Endogeneity; Home Observation for Measurement of Environment (HOME); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Television Viewing Permission to reprint the abstract has not been received from the publisher. We investigate whether TV watching at ages 6-7 and 8-9 affects cognitive development measured by math and reading scores at ages 8-9 using a rich childhood longitudinal sample from NLSY79. Dynamic panel data models are estimated to handle the unobserved child-specific factor, endogeneity of TV watching, and dynamic nature of the causal relation. A special emphasis is put on the last aspect where TV watching affects cognitive development which in turn affects the future TV watching. When this feedback occurs, it is not straightforward to identify and estimate the TV effect. We adopt estimation methods available in the biostatistics literature which can deal with the feedback feature; we also apply the “standard” econometric panel data IV approaches. Overall, for math score at ages 8-9, we find that watching TV for more than two hours per day during ages 6-9 has a negative total effect mostly due to a large negative effect of TV watching at the younger ages 6-7. For reading score, there are evidences that TV watching between 2-4 hours per day has a positive effect whereas the effect is negative outside this range. In both cases, however, the effect magnitudes are economically small.
	Bibliography Citation Huang, Fali and Myoung-Jae Lee. "Dynamic Treatment Effect Analysis of TV Effects on Child Cognitive Development." Working Paper 10-2007, School of Economics and Social Sciences, Singapore Management University, September 2007.

8.	Huang, Fali Lee, Myoung-Jae
8.	Dynamic Treatment Effect Analysis of TV Effects on Child Cognitive Development Journal of Applied Econometrics 25,3 (2010): 392-419. Also: http://onlinelibrary.wiley.com/doi/10.1002/jae.1165/abstract Cohort(s): Children of the NLSY79 Publisher: Wiley Online Keyword(s): Cognitive Development; Endogeneity; Home Observation for Measurement of Environment (HOME); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); School Characteristics/Rating/Safety; Television Viewing Permission to reprint the abstract has not been received from the publisher. We investigate whether TV watching at ages 6–7 and 8–9 affects cognitive development measured by math and reading scores at ages 8–9, using a rich childhood longitudinal sample from NLSY79. Dynamic panel data models are estimated to handle the unobserved child-specific factor, endogeneity of TV watching, and dynamic nature of the causal relation. A special emphasis is placed on the last aspect, where TV watching affects cognitive development, which in turn affects future TV watching. When this feedback occurs, it is not straightforward to identify and estimate the TV effect. We develop a two-stage estimation method which can deal with the feedback feature; we also apply the 'standard' econometric panel data approaches. Overall, for math score at ages 8–9, we find that watching TV during ages 6–7 and 8–9 has a negative total effect, mostly due to a large negative effect of TV watching at the younger ages 6–7. For reading score, there is evidence that watching no more than 2 hours of TV per day has a positive effect, whereas the effect is negative outside this range. In both cases, however, the effect magnitudes are economically small.
	Bibliography Citation Huang, Fali and Myoung-Jae Lee. "Dynamic Treatment Effect Analysis of TV Effects on Child Cognitive Development." Journal of Applied Econometrics 25,3 (2010): 392-419.

9.	Lee, Myoung-Jae Huang, Fali
9.	Finding Dynamic Treatment Effects under Anticipation: The Effects of Spanking on Behaviour Journal of the Royal Statistical Society: Series A (Statistics in Society) 175,2 (April 2012): 535-567. Also: http://onlinelibrary.wiley.com/doi/10.1111/j.1467-985X.2011.01001.x/abstract Cohort(s): Children of the NLSY79 Publisher: Wiley Online Keyword(s): Behavior Problems Index (BPI); Children, Behavioral Development; Discipline; Home Observation for Measurement of Environment (HOME); Modeling; Punishment, Corporal Permission to reprint the abstract has not been received from the publisher. The dynamic treatment effect literature considers multiple treatments administered over time, with some treatments affected by interim outcomes. But the literature overlooks the possibility of individuals acting in anticipation of future treatments. This lack of anticipation aspect may not matter in the drug–response relationships which motivated the literature. But human beings (or animals with some intelligence) do not just respond to current and past treatments, but also ‘reflect and anticipate’ future treatments. For example, a punishment or reward is likely to prompt forward looking. Even if no personal punishment or reward is involved, people may take action in anticipation of a future government policy, which would be an important concern for policy makers. The paper explores how to find dynamic treatment effects allowing for forward looking or anticipation by extending available dynamic treatment effect approaches in the literature. Then the methods proposed are applied to the effects of spanking on a child's bad behaviour where a child may act better in anticipation of future spanking, which is analogous to the relationship between punishment and crime.
	Bibliography Citation Lee, Myoung-Jae and Fali Huang. "Finding Dynamic Treatment Effects under Anticipation: The Effects of Spanking on Behaviour." Journal of the Royal Statistical Society: Series A (Statistics in Society) 175,2 (April 2012): 535-567.

10.	Lee, Myoung-Jae Huang, Fali
10.	Structural IVE for Dynamic Treatment Effects: Spanking Effects on Behavior Presented: Bristol, England, ESRC Econometric Study Group Conference, July 13-15, 2006. Also: http://www.cirje.e.u-tokyo.ac.jp/research/workshops/micro/documents/sept4Lee2_001.pdf Cohort(s): Children of the NLSY79 Publisher: Centre for Microdata Methods and Practice Keyword(s): Behavior Problems Index (BPI); Children, Behavioral Development; Modeling; Motor and Social Development (MSD); Parenting Skills/Styles; Parents, Behavior; Punishment, Corporal Permission to reprint the abstract has not been received from the publisher. Finding the effects of multiple sequential treatments on a response variable measured at the end of a trial is difficult, if some treatments are affected by interim responses; e.g., assessing the effects of spanking on behavior when parents adjust their spanking level depending on interim behaviors. A headway, 'G estimation', has been made in 1980's generalizing the usual static treatment effect analysis under 'selection on observables'. But G estimation is hard to implement. In this paper, firstly, we propose a much simpler alternative to G estimation– a single or multiple IVE's for a linear structural model–and show that our proposal and G estimation identify the same effect under some assumptions. Secondly, we explore the relation between our proposal and Granger causality to show that our approach is more general, although the two become equivalent for testing non-causality under a stationarity assumption. Thirdly, our approach and G estimation are applied to find the effects of spanking on behavior. We find that mild spanking at early years reduces a child's behavior problems later, which seems to differ from most findings in the psychology literature.
	Bibliography Citation Lee, Myoung-Jae and Fali Huang. "Structural IVE for Dynamic Treatment Effects: Spanking Effects on Behavior." Presented: Bristol, England, ESRC Econometric Study Group Conference, July 13-15, 2006.

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