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Author: Shah, Manisha
Resulting in 4 citations.
1. Frijters, Paul
Johnston, David W.
Shah, Manisha
Shields, Michael A.
Intra-household Resource Allocation: Do Parents Reduce or Reinforce Child Cognitive Ability Gaps?
IZA Discussion Paper No. 5153, Institute for the Study of Labor, August 2010.
Also: http://ftp.iza.org/dp5153.pdf
Cohort(s): Children of the NLSY79
Publisher: Institute for the Study of Labor (IZA)
Keyword(s): Accidents; Cognitive Development; Digit Span (also see Memory for Digit Span - WISC); Handedness; Home Observation for Measurement of Environment (HOME); Injuries; Modeling, Fixed Effects; Modeling, Instrumental Variables; Parental Influences; Parental Investments; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Variables, Instrumental

Permission to reprint the abstract has not been received from the publisher.

Do parents invest more or less in their high ability children? We provide new evidence on this question by comparing observed ability differences and observed investment differences between siblings in the NLSY. To overcome endogeneity issues we use sibling differences in handedness as an instrument for cognitive ability differences, since handedness is a strong determinant of cognitive ability. We find that parents invest more in high ability children, with a one standard deviation increase in child cognitive ability increasing parental investments by approximately one-third of a standard deviation. Consequently, differences in child cognitive ability are enhanced by differential parental investments. This finding has important implications for education policy.
Bibliography Citation
Frijters, Paul, David W. Johnston, Manisha Shah and Michael A. Shields. "Intra-household Resource Allocation: Do Parents Reduce or Reinforce Child Cognitive Ability Gaps?." IZA Discussion Paper No. 5153, Institute for the Study of Labor, August 2010.
2. Frijters, Paul
Johnston, David W.
Shah, Manisha
Shields, Michael A.
Intrahousehold Resource Allocation: Do Parents Reduce or Reinforce Child Ability Gaps?
Demography 50,6 (December 2013): 2187-2208.
Also: http://link.springer.com/article/10.1007/s13524-013-0224-2
Cohort(s): Children of the NLSY79
Publisher: Population Association of America
Keyword(s): Cognitive Development; Handedness; Parental Investments; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Siblings

Permission to reprint the abstract has not been received from the publisher.

Do parents invest more or less in their high-ability children? We provide new evidence on this question by comparing observed ability differences and observed investment differences between siblings living in the United States. To overcome endogeneity issues, we use sibling differences in handedness as an instrument for cognitive ability differences. We find that parents invest more in high-ability children, with a 1 standard deviation increase in child cognitive ability increasing parental investments by approximately one-third of a standard deviation. Consequently, differences in child cognitive ability are enhanced by differential parental investments.
Bibliography Citation
Frijters, Paul, David W. Johnston, Manisha Shah and Michael A. Shields. "Intrahousehold Resource Allocation: Do Parents Reduce or Reinforce Child Ability Gaps?" Demography 50,6 (December 2013): 2187-2208.
3. Johnston, David W.
Nicholls, Michael
Shah, Manisha
Shields, Michael A.
Handedness, Health and Cognitive Development: Evidence from Children in the National Longitudinal Survey of Youth
Journal of the Royal Statistical Society: Series A (Statistics in Society) 176,4 (October 2013): 841-860. Also:http://onlinelibrary.wiley.com/doi/10.1111/j.1467-985X.2012.01074.x/abstract
Cohort(s): Children of the NLSY79
Publisher: Wiley Online
Keyword(s): Accidents; Behavior Problems Index (BPI); Child Health; Cognitive Development; Digit Span (also see Memory for Digit Span - WISC); Handedness; Injuries; Modeling, Random Effects; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading)

Permission to reprint the abstract has not been received from the publisher.

Using data from the child supplement of the US National Longitudinal Survey of Youth, and fitting three-level random-effects models of child health and cognitive development, we test whether left-handed children have different outcomes from those of their right-handed counterparts. The health measures cover both physical health and mental health, and the cognitive development test scores span vocabulary, mathematics, reading and comprehension. Overall we find little evidence to suggest that left-handed children have a significantly higher probability of experiencing injury, illness or behavioural problems. In contrast, we find that left-handed children have significantly lower cognitive development test scores than right-handed children for all areas of development with the exception of reading. Moreover, we find no strong evidence that the left-handedness effect differs by gender or age.
Bibliography Citation
Johnston, David W., Michael Nicholls, Manisha Shah and Michael A. Shields. "Handedness, Health and Cognitive Development: Evidence from Children in the National Longitudinal Survey of Youth." Journal of the Royal Statistical Society: Series A (Statistics in Society) 176,4 (October 2013): 841-860. Also:http://onlinelibrary.wiley.com/doi/10.1111/j.1467-985X.2012.01074.x/abstract.
4. Johnston, David W.
Nicholls, Michael
Shah, Manisha
Shields, Michael A.
Handedness, Health and Cognitive Development: Evidence from Children in the NLSY
IZA Discussion Paper No. 4774, Bonn, Germany: Institute for the Study of Labor, February 2010
Cohort(s): Children of the NLSY79
Publisher: Institute for the Study of Labor (IZA)
Keyword(s): Accidents; Child Health; Cognitive Development; Digit Span (also see Memory for Digit Span - WISC); Handedness; Injuries; Modeling, Fixed Effects; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading)

Permission to reprint the abstract has not been received from the publisher.

Using data from the US National Longitudinal Survey of Youth, and fitting family fixed-effects models of child health and cognitive development, we test if left-handed children do significantly worse than their right-handed counterparts. The health measures cover both physical and mental health, and the cognitive development test scores span (1) Memory, (2) Vocabulary, (3) Mathematics, (4) Reading and (5) Comprehension. We find that while lefthanded children have a significantly higher probability of suffering an injury needing medical attention, there is no difference in their experience of illness or poor mental health. We also find that left-handed children have significantly lower cognitive development test scores than right-handed children for all areas of development with the exception of reading. Moreover, the left-handedness disadvantage is larger for boys than girls, and remains roughly constant as children grow older for most outcomes. We also find that the probability of a child being left-handed is not related to the socioeconomic characteristics of the family, such as income or maternal education. All these results tend to support a difference in brain functioning or neurological explanation for handedness differentials rather than one based on left-handed children living in a right-handed world.
Bibliography Citation
Johnston, David W., Michael Nicholls, Manisha Shah and Michael A. Shields. "Handedness, Health and Cognitive Development: Evidence from Children in the NLSY." IZA Discussion Paper No. 4774, Bonn, Germany: Institute for the Study of Labor, February 2010.