Effect of extreme high temperature on cognitive function at different time scales: A national difference-in-differences analysis

BACKGROUND

Mounting evidence has demonstrated that high temperature was associated with adverse health outcomes, especially morbidity and mortality. Nonetheless, the impact of extreme high temperature on cognitive performance, which is the fundamental capacity for interpreting one's surroundings, decision-making, and acquiring new abilities, has not been thoroughly investigated.

METHODS

We aimed to assess associations between extreme high temperature at different time scales and poor cognitive function. We used longitudinal survey data from the three waves of data from China Family Panel Study, providing an 8-year follow-up of 53,008 participants from China. We assessed temperature and extreme high temperature exposure for each participant based on the residential area and date of cognitive test. We defined the proportion of days/hours above 32 °C as the metric of the exposure to extreme high temperature. Then we used generalized additive model and difference-in-differences approach to explore the associations between extreme high temperature and cognitive function.

RESULTS

Our results demonstrated that either acute exposure or long-term exposure to extreme high temperature was associated with cognitive decline. At hourly level, 0-1 hour acute exposure to extreme high temperature would induce -0.93 % (95 % CI: -1.46 %, -0.39 %) cognitive change. At annual level, 10 percentage point increase in the hours proportion exceeding 32 °C in the past two years induced -9.87 % (95 % CI: -13.99 %, -5.75 %) cognitive change. Furthermore, subgroup analyses indicated adaptation effect: for the same 10 percentage increase in hours proportion exceeding 32 °C, people in warmer areas had cognitive change of -6.41 % (-11.22 %, -1.61 %), compared with -15.30 % (-21.07 %, -9.53 %) for people in cool areas.

CONCLUSION

Our results demonstrated that extreme high temperature was associated with reduced cognitive function at hourly, daily and annual levels, warning that people should take better measures to protect the cognitive function in the context of climate change.

Why are there differences across German states in student achievement and cognitive ability?

Background

For more than twenty years, large and generally stable differences in academic achievement and cognitive ability have been reported within Germany. In such studies, the southern regions lead in the west and east, while city-states lag behind. Expressed in school learning time, the students in Bavaria are 14 months ahead of the students in Bremen. It is striking that there are no or only marginally received studies on causes and consequences.

Purpose

This study attempts to explore the causes and consequences of the differences within Germany and what can be learned in general about their development.

Materials and methods

We use data from student assessment and other studies (e.g., PISA, IQB) and apply correlational and path analyses, controlled for various background factors.

Results

There are no stable correlations with evolution (genes), educational level of society (adult school years) and wealth (GDP per capita). However, there are high correlations, robust across indicators, with "burgher-conservative" education policies, e.g., central exit examinations, early tracking, grades at a young age (around r ≈ .65); with measures of students' quantity of education (hours of instruction, no teacher shortage; r ≈ .40); with measures of tertiary educational quality and appreciation of education (university quality, short duration of studies, professors' salaries; r ≈ .50); with student native/immigrant ratio (r ≈ .50); with middle-class burgher lifestyle (less private debt, less welfare dependency and less crime; r ≈ .60); and with burgher-conservative-right politics (share of votes for CDU/CSU and non-left parties, non-left state governments; r ≈ .80). Longitudinal analyses over four decades reveal interaction effects, i.e., more burgher policies statistically lead to more cognitively competent students (β ≈ .45) and more cognitively competent populations vote for burgher parties (β ≈ .30).

Conclusions

The results, which support the efficacy a bourgeois-conservative education policy and of lower immigration rates, are delicate for the practice of student achievement research and for the political milieu that dominates the social sciences.

Entrepreneurship education and entrepreneurial intention of Chinese college students: Evidence from a moderated multi-mediation model

Entrepreneurship plays an active role in promoting economic and population integration and social mobility. To further promote economic and social development, the Chinese government and universities have launched entrepreneurship education courses and encouraged college students to participate in entrepreneurship competitions to enhance their entrepreneurial knowledge, entrepreneurial ability and entrepreneurial intention. However, the entrepreneurial intention of Chinese college students is still not high. Therefore, a question arises: How should entrepreneurial education be carried out? Can entrepreneurial competitions and entrepreneurial self-efficacy be an effective medium in augmenting entrepreneurial education on entrepreneurial intention? Is family income an effective moderator affecting college students’ entrepreneurial intention? To answer these questions, this study used quantitative methods to collect 351 sample data points, and a theoretical model was constructed to explain the mechanism forming entrepreneurial education and entrepreneurial intention. The results show that entrepreneurial self-efficacy plays a partial mediating role between entrepreneurial education and entrepreneurial intention, entrepreneurial competition and entrepreneurial self-efficacy play a chain mediating role and family income positively moderates the relationship between entrepreneurial education and entrepreneurial intention. The contribution of this study is to reveal the black box of the formation mechanism in college students’ entrepreneurial intentions, affirms the role of the Chinese government in promoting entrepreneurial competitions and provides empirical evidence for the effective development of entrepreneurial practise activities, as well as theoretical references for entrepreneurial policy makers.