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Ideas, Analogical Reasoning and International Trade Attitudes: Evidence from a Survey Experiment
Unformatted Document Text:  of”. 25 There are, of course, myriad possible explanations – e.g., educational opportunities, nature of educational experiences, job tasks one might perform – that could account for the disparity in performance across genders, but this is a separate research question. For the time being this test is the best proxy for cognitive ability, apart from educational attainment, that I could obtain from a large-scale survey. However, one might still worry that performance on this test is largely driven by effort, for which we can use time spent on the screens with each of the questions as a rough proxy. Table 3 shows, conditional on providing valid answers, the average time respondents spent on the three MCRT screens. TABLE 3: Time Spent on MCRT by MCRT Score ALL RESPONDENTS MEN WOMEN MCRT Score Mean (seconds) Standard error Mean (seconds) Standard error Mean (seconds) Standard error 0 147.8 2.8 150.9 4.3 145.5 3.6 1 172.5 4.9 171.2 6.8 173.6 7.2 2 155.8 5.1 156.7 6.1 157.0 9.2 3 146.6 6.2 143.4 7.2 154.3 12.0 Note: Excludes respondents who spent over 6 minutes on the MCRT screens, which excludes 194 respondents, or 13% of those with valid scores. The overall pattern of results is similar when these respondents are included as well. To reduce the impact of outliers on these simple statistics, the table excludes respondents who spent over 6 minutes on all 3 questions, or an average of over 2 minutes per question. The table suggests that performance on the MCRT is not a linear function of 25 Frederick (2005, p. 37). 12

Authors: David, Lynch.
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background image
of”.
There are, of course, myriad possible explanations – e.g., educational opportunities,
nature of educational experiences, job tasks one might perform – that could account for
the disparity in performance across genders, but this is a separate research question.
For the time being this test is the best proxy for cognitive ability, apart from educational
attainment, that I could obtain from a large-scale survey. However, one might still worry
that performance on this test is largely driven by effort, for which we can use time spent
on the screens with each of the questions as a rough proxy. Table 3 shows, conditional on
providing valid answers, the average time respondents spent on the three MCRT screens.
TABLE 3: Time Spent on MCRT by MCRT Score
ALL
RESPONDENTS
MEN
WOMEN
MCRT
Score
Mean
(seconds)
Standard
error
Mean
(seconds)
Standard
error
Mean
(seconds)
Standard
error
0
147.8
2.8
150.9
4.3
145.5
3.6
1
172.5
4.9
171.2
6.8
173.6
7.2
2
155.8
5.1
156.7
6.1
157.0
9.2
3
146.6
6.2
143.4
7.2
154.3
12.0
Note: Excludes respondents who spent over 6 minutes on the MCRT screens, which excludes 194
respondents, or 13% of those with valid scores. The overall pattern of results is similar when these
respondents are included as well.
To reduce the impact of outliers on these simple statistics, the table excludes respondents
who spent over 6 minutes on all 3 questions, or an average of over 2 minutes per
question. The table suggests that performance on the MCRT is not a linear function of
25
Frederick (2005, p. 37).
12


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