Faculty Opinions recommendation of Schooling, cognitive ability and health.
Bibliographic record
Abstract
A large literature documents a strong correlation between health and educational outcomes. In this paper we investigate the role of cognitive ability in the health-education nexus. Using NLSY data, we show that one standard deviation increase in cognitive ability is associated with roughly the same increase in health as two years of schooling and that cognitive ability accounts for roughly one quarter of the association between schooling and health. Both schooling and ability are strongly associated with health at low levels but less related or unrelated at high levels. Estimates treating schooling as endogenous to health suggest that much of the correlation between schooling and health is attributable to unobserved heterogeneity; the causal effect of schooling on health is large only for respondents with low levels of schooling and low cognitive ability. An implication is that policies which increase schooling will only increase health to the extent that they increase the education of poorly-educated individuals. Subsidies to college education, for example, are unlikely to increase population health.Copyright (c) 2005 John Wiley & Sons, Ltd. PMID: 16167318
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.014 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".