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Daniel Houser, John A List, Marco Piovesan, Anya Samek, Joachim Winter

Cited by*: 5 Downloads*: 88

Acts of dishonesty permeate life. Understanding their origins, and what mechanisms help to attenuate such acts is an underexplored area of research. This study takes an economics approach to explore the propensity of individuals to act dishonestly across different contexts. We conduct an experiment that includes both parents and their young children as subjects, exploring the roles of moral cost and scrutiny on dishonest behavior. We find that the highest level of dishonesty occurs in settings where the parent acts alone and the dishonest act benefits the child. In this spirit, there is also an interesting, quite different, effect of children on parents' behavior: parents act more honestly under the scrutiny of daughters than under the scrutiny of sons. This finding sheds new light on the origins of the widely documented gender differences in cheating behavior observed among adults, where a typical result is that females are more honest than males.

Lewis Glinert, Aileen Heinberg, Angela Hung, Arie Kapteyn, Annamaria Lusardi, Anya Samek

Cited by*: 2 Downloads*: 15

In this paper, we developed and experimentally evaluated four novel educational programs delivered online: an informational brochure, a visual interactive tool, a written narrative, and a video narrative. The programs were designed to inform people about risk diversification, an essential concept for financial decision-making. The effectiveness of these programs was evaluated using the RAND American Life Panel. Participants were exposed to one of the programs, and then asked to answer questions measuring financial literacy and self-efficacy. All of the programs were found to be effective at increasing self-efficacy, and several improved financial literacy, providing new evidence for the value of programs designed to help individuals make financial decisions. The video was more effective at improving financial literacy scores than the written narrative, highlighting the power of online media in financial education.

James Cox, John A List, Michael K Price, Vjollca Sadiraj, Anya Samek

Cited by*: 2 Downloads*: 123

The literature exploring other regarding behavior sheds important light on interesting social phenomena, yet less attention has been given to how the received results speak to foundational assumptions within economics. Our study synthesizes the empirical evidence, showing that recent work challenges convex preference theory but is largely consistent with rational choice theory. Guided by this understanding, we design a new, more demanding test of a central tenet of economics - the contraction axiom - within a sharing framework. Making use of more than 325 dictators participating in a series of allocation games, we show that sharing choices violate the contraction axiom. We advance a new theory that augments standard models with moral reference points to explain our experimental data. Our theory also organizes the broader sharing patterns in the received literature.

James Andreoni, Michael Kuhn, John A List, Anya Samek, Charles Sprenger

Cited by*: 0 Downloads*: 119

Time preferences have been correlated with a range of life outcomes, yet little is known about their early development. We conduct a field experiment to elicit time preferences of nearly 1,000 children ages 3-12, who make several inter temporal decisions. To shed light on how such primitives form, we explore various channels that might affect time preferences, from background characteristics to the causal impact of an early schooling program that we developed and operated. Our results suggest that time preferences evolve substantially during this period with younger children displaying more impatience than older children. We also find a strong association with race: black children, relative to white or Hispanic children, are more impatient. Interestingly, parents of black children are also much more impatient than parents of white and Hispanic children. Finally, assignment to different schooling opportunities is not significantly associated with child time preferences.

James Andreoni, Amalia Di Girolamo, John A List, Claire Mackevicius, Anya Samek

Cited by*: None Downloads*: None

We conduct experiments eliciting risk preferences with over 1,400 children and adolescents aged 3-15 years old. We complement our data with an assessment of cognitive and executive function skills. First, we find that adolescent girls display significantly greater risk aversion than adolescent boys. This pattern is not observed among young children, suggesting that the risk gap in risk preferences emerges in early adolescence. Second, we find that at all ages in our study, cognitive skills (specifically math ability) are positively associated with risk taking. Executive functions among children, and soft skills among adolescents, are negatively associated with risk taking. Third, we find that greater risk-tolerance is associated with higher likelihood of disciplinary referrals, which provides evidence that our task is equipped to measure a relevant behavioral outcome. For academics, our research provides a deeper understanding of the developmental origins of risk preferences and highlights the important role of cognitive and executive function skills to better understand the association between risk preferences and cognitive abilities over the studied age range.

Gary Charness, John A List, Aldo Rustichini, Anya Samek, Jeroen van de Ven

Cited by*: None Downloads*: None

Theory of Mind (ToM), the ability to correctly attribute mental states to others, is important in social interactions. We evaluate the development of ToM in about 800 mostly disadvantaged children. We next conduct a field experiment with about 160 children in which we find that the low ToM rates for these disadvantaged children improve substantially in environments where the presence of other children is made salient. We see that ToM performance increases for both younger and older children in the treatment with strong salience, but that the treatment with weaker salience seems to be only effective in improving the ToM rates for older children.

Roland Fryer , Steven D Levitt, John A List, Anya Samek

Cited by*: None Downloads*: None

We present the results of a novel early childhood intervention in which disadvantaged 3-4-year-old children were randomized to receive a new preschool and parents education program focused on cognitive and non-cognitive skills (CogX) or to a control group that did not receive preschool education. In addition to a typical academic year (9 month) program, we also evaluated a shortened summer version of the program (2 months) in which children were treated immediately prior to the start of Kindergarten. Both programs, including the shortened version, significantly improved cognitive test scores by about one quarter of a standard deviation relative to the control group at the end of the year. The shortened version of the program was equally as effective as the academic-year program because most of the gains in the academic-year program occurred within the first few months.

Amanda Chuan, John A List, Anya Samek, Shreemayi Samujjwala

Cited by*: None Downloads*: None

Parental investments shape children's educational specializations. Using a longitudinal study, we find that parents invest more in daughters than sons at ages 3-5. We find that early parental investment can explain persistently higher English scores for girls than boys 4-6 years later. However, there is no gender gap in Math. Parental investments at ages 3-5 appear to contribute to girls' advantage in English but have little impact on Math. Our results suggest that parental investments at early ages contributes to girls' comparative advantage in English.