The European Journal of Health Economics

, Volume 15, Issue 3, pp 265–279 | Cite as

Education, cognition, health knowledge, and health behavior

  • Naci Mocan
  • Duha T. AltindagEmail author
Original Paper


Using data from NLSY97, we analyze the impact of education on health behavior. Controlling for health knowledge does not influence the impact of education on health behavior, supporting the productive efficiency hypothesis. Accounting for cognitive ability does not significantly alter the relationship between education and health behavior. Similarly, the impact of education on health behavior is the same between those with and without a learning disability, suggesting that cognition is not likely to be a significant factor in explaining the impact of education on health behavior.


Health inputs Cognition Learning Productive efficiency 

JEL Classification

I12 I20 



We thank three anonymous referees for helpful comments and suggestions, and Deokrye Baek and Luiza Pogorelova for research assistance.

Supplementary material

10198_2013_473_MOESM1_ESM.docx (85 kb)
Supplementary material 1 (DOCX 85 kb)
10198_2013_473_MOESM2_ESM.docx (78 kb)
Supplementary material 2 (DOCX 79 kb)


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Copyright information

© Springer-Verlag Berlin Heidelberg 2013

Authors and Affiliations

  1. 1.Department of EconomicsLouisiana State UniversityBaton RougeUSA
  2. 2.National Bureau of Economic Research (NBER)CambridgeUSA
  3. 3.Institute for the Study of Labor (IZA)BonnGermany
  4. 4.Department of EconomicsAuburn UniversityAuburnUSA

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