EE1290 Positive Behaviour Guidance This course provides a foundation for understanding and guiding children's behaviour. Students will learn the principles of guidance and strategies needed to guide behaviour in positive ways. The focus will be on understanding behaviour and implementing techniques that foster positive relationships and self-esteem, and create opportunities for learning. Major Topics: Introduction to child guidance Influence of adult variables Developmentally appropriate practice for guidance Characteristics of children Self-development Communication as the basis for positive guidance Observation Indirect guidance of behaviour Direct guidance of behaviour

幼兒教育（Early Childhood Education）

Does the period over which individuals evaluate outcomes influence their investment in risky assets? Results from this study show that the more frequently returns are evaluated, the more risk averse investors will be. The results are in line with the behavioral hypothesis of "myopic loss aversion," which assumes that people are myopic in evaluating outcomes over time, and are more sensitive to losses than to gains. The results have relevance for the equity premium puzzle, and also for the marketing strategies of fund managers. (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of this item.) (This abstract was borrowed from another version of t (This abstract was borrowed from another version of this item.)

An experiment on risk taking and evaluation periods

This paper focuses on the relationship between cognitive ability and decision making under risk and uncertainty. We begin by clarifying some important distinctions between concepts and measurement of risk preference and cognitive ability and then take stock of what is known empirically on the connections between cognitive ability and measured risk preferences.

On the Relationship Between Cognitive Ability and Risk Preference

This paper addresses the question of what determines a poor credit score. We compare estimated credit scores with measures of impulsivity, time preference, risk attitude and trustworthiness, in an effort to determine the preferences that underlie credit behavior. Data are collected using an incentivized decision making lab experiment, together with financial and psychological surveys. Credit scores are estimated using an online FICO credit score estimator based on survey data supplied by the participants. Preferences are assessed using a survey measure of impulsivity, with experimental measures of time and risk preferences, as well as trustworthiness. Controlling for income differences, we find that the credit score is correlated with measures of impulsivity, time preference, and trustworthiness.

Anatomy of the Credit Score

Annual Report 2017-18

We collect data on time preferences of a representative sample of the Hungarian adult population in a non-incentivized way and investigate how patience and present bias associate with important life outcomes in five domains: i) educational attainment, ii) unemployment, iii) income and wealth, iv) financial decisions and difficulties, and v) health. Based on the literature, we formulate the broad hypotheses that patience relates positively, while present bias associates negatively with positive outcomes in the domains under study. With the exception of unemployment, we document a consistent and often significant positive relationship between patience and the corresponding domain, with the strongest associations in educational attainment, wealth and financial decisions. We find that present bias associates significantly with saving decisions and financial difficulties.

https://www.econstor.eu/bitstream/10419/200353/1/166638738X.pdf

Time preferences and their life outcome correlates: Evidence from a representative survey.

We collect data on time preferences of a representative sample of the Hungarian population in a non-incentivized way and investigate how patience and present bias associate with important life outcomes in five domains: i) educational attainment, ii) unemployment, iii) income and wealth, iv) financial decisions and difficulties, and v) health. Based on the literature, we formulate the broad hypotheses that patience fosters, while present bias hinders positive outcomes in the domains under study. We document a consistent and often significant positive effect of patience in almost all areas (except unemployment), with the strongest effects in escaping low educational attainment, wealth and financial decisions. We find that present bias associates significantly with saving decisions and financial troubles.

Time preferences and their life outcome correlates: Evidence from a representative survey = Mivel korrelálnak az időpreferenciák? Egy reprezentatív felmérés eredményeI

In this study, we estimate unadjusted and adjusted gender gaps in time preference, risk attitudes, altruism, trust, trustworthiness, cooperation, and competitiveness using data on 1088 high school students from 53 classes. These data, collected by running incentivized experiments in Hungarian classrooms, are linked to an administrative data source on the students’ standardized test scores, grades and family background. After taking into account class fixed effects, we find that females are significantly more altruistic, but are less present biased, less risk tolerant, less trusting, less trustworthy, and less competitive than males. At the same time we do not observe significant gender differences in patience, time inconsistency and cooperation at the 5% significance level. We also show that most of these initial gender differences do not change even if we control for age, family background, cognitive skills and school grades in a regression framework. We risk over-control when we include the time spent on each task as well as the other preference domains in our regressions, but the gender gap remains significant in social preferences (altruism, trust and trustworthiness), present bias and competition. 

Gender differences in preferences of adolescents: Evidence from a large-scale classroom experiment

In this paper, we document how we carried out a research that aimed at measuring the economic preferences of high school students. We describe the preferences that we study and what experimental games we used to investigate them. Then we report how we carried out the experiments in the schools. We provide detailed descriptive statistics on the preferences in aggregate and also school by school. Last, we validate our measurement by comparing the measured preferences to those in the literature.

Daniel Horn

Papers

Time preferences and their life outcome correlates: Evidence from a representative survey.

Time preferences and their life outcome correlates: Evidence from a representative survey = Mivel korrelálnak az időpreferenciák? Egy reprezentatív felmérés eredményeI

Gender differences in preferences of adolescents: Evidence from a large-scale classroom experiment

Economic preferences in the classroom - research documentation

Does politicizing ‘gender’ influence the possibility of conducting academic research? Evidence from a randomized controlled trial