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University of Groningen

Early Life Adversities and Well-being Later in Life: Evidence from China

Wang, Jiyuan

DOI:

10.33612/diss.134514701

IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below.

Document Version

Publisher's PDF, also known as Version of record

Publication date: 2020

Link to publication in University of Groningen/UMCG research database

Citation for published version (APA):

Wang, J. (2020). Early Life Adversities and Well-being Later in Life: Evidence from China. University of Groningen, SOM research school. https://doi.org/10.33612/diss.134514701

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PROPOSITIONS belonging to the PhD thesis

Early Life Adversities and Well-being Later in Life: Evidence from China By Jiyuan (Jerry) Wang

1. Experiencing early life adversities produces health and economic losses over the lifecycle. Policy interventions at early stages of life, even during pregnancy, generate substantial long-run benefits. (chapter 2,3,4)

2. Children’s transfers can serve as old-age support for their parents, especially in developing countries. (chapter 2)

3. Parents will receive higher old-age transfers from their children if they have invested more in their children’s college education. (chapter 2)

4. Binding liquidity constraints and the presence of educational fixed costs decrease children’s human capital investment by their parents. (chapter 2)

5. Exposure to political violence early in life produces substantial lifetime income losses for males. (chapter 3)

6. The Red Guard Army members during the Cultural Revolution have higher lifetime income than others, but they were more likely to have good family backgrounds in the first place. (chapter 3)

7. Exposure to adverse environments in utero produces negative health effects later in life. (chapter 4)

8. Females who were exposed in utero to the Great Famine have higher risk of getting type-2 diabetes when they become older. In contrast, males who were exposed in utero to the Cultural Revolution have lower cognitive abilities later in life. (chapter 4)

9. It is a miracle that curiosity survives formal education. (Albert Einstein)

10. There are two motives for reading a book; one, that you enjoy it; the other, that you can boast about it. (Bertrand Russell)

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