我们成为的决策者：早期教育与男女决策
The decision-makers we become: Early education and the decision-making of boys and girls
Journal of Development Economics · 2025 · [{"name": "Leandro Carvalho", "affiliation": ["University of Southern California", "California Southern University"]}, {"name": "Joana Cardim", "affiliation": ["Institute of Educational Policy"]}, {"name": "Pedro Carneiro", "affiliation": ["Cemmap"]}, {"name": "Damien de Walque", "affiliation": ["World Bank Group"]}]
中文摘要
推进我们对决策中个体差异理解的一种方式，是研究儿童决策能力的发展。本文利用里约热内卢一项抽签录取制度——该制度随机分配供不应求的日托中心入托名额——研究日托就读对儿童经济偏好和决策能力的因果效应。影响分别针对男孩和女孩进行估计。日托就读使男孩的决策质量提高了0.16个标准差（SD），使女孩对不利不平等（即所得少于同伴）的厌恶程度提高了0.23个标准差；同时，它也使男孩的自我控制能力降低了0.19个标准差。
Abstract
One way to advance our understanding of individual differences in decision-making is to study the development of children's decision-making. This paper studies the causal effects of daycare attendance on children's economic preferences and decision-making abilities, exploiting a lottery system that randomized admissions into oversubscribed daycare centers in Rio de Janeiro. Impacts are estimated separately for boys and girls. Daycare attendance increased the decision-making quality of boys by 0.16 standard deviations (SD) and the aversion of girls to disadvantageous inequality (i.e., having less than one's peer) by 0.23 SD. It also decreased the self-control of boys by 0.19 SD.