The aim of this paper is to investigate whether there is a causal relationship between video game playing and children’s cognitive and non-cognitive skills. According to the literature, video games have a potential to improve children’s cognitive abilities. Video games may also positively affect such non-cognitive skills as the ability to sustain attention and pro-social behavior. On the other ...

We use unique data to estimate the determinants of cognitive ability among 14 to 17 year olds in Senegal. Unlike standard school-based samples, tests were administered to current students as well as to children no longer—or never—enrolled. Years of schooling strongly affects cognitive skills, but conditional on years of school, parental education and household wealth, as well as local public sc...

The digital divide means more than having access to ICTs. It also means that a person has the necessary ICT literacy skills needed to learn and succeed in an ICTmediated learning environment. ICT literacy includes the ability to access, manage, integrate, evaluate, and create information. These skills are regulated by the appropriate cognitive styles, which allows an individual to acquire, proc...

The study assessed the auditory processing abilities and the cognitive skills in children with specific learning disability. It investigates the top-down or bottom-up influence on auditory processing. Using a test battery approach, the association between cognitive skills (verbal working memory and attention) and auditory processing abilities (auditory closure, binaural integration and temporal...

This paper uses direct measures of literacy to examine the influence of cognitive and unobserved skills on earnings. We find that cognitive skills contribute significantly to earnings and that their inclusion in earnings equations reduces the measured impact of schooling. The impact of literacy on earnings does not vary across quantiles of the earnings distribution; schooling and literacy do no...

This study investigated whether specific auditory or cognitive skills were linked to initial sensitivity to a novel phonetic contrast (Korean lenis-aspirated contrast) or to the degree of learning following computer-based phonetic training. Correlations between auditory or cognitive skills and phonetic perception were generally fairly weak, with measures of frequency acuity and attentional swit...

This study addresses the relationship between various family forms and the level of cognitive and non-cognitive skills among 15- to 16-year-old students. We measure cognitive skills using standardized scores in mathematics; non-cognitive abilities are captured by a composite measure of internal locus of control related to mathematics. A particular focus lies on father absence although we also e...