Score contribution per author:
α: calibrated so average coauthorship-adjusted count equals average raw count
We test the robustness of the results of Cutler and Lleras-Muney (2010) on the role of personality in explaining the education–health gradient by using alternative measures of child personality available in the National Child Development Study. We show that, alternatively to the authors, conclusions, personality contributes to the education–health gradient to an extent nearly as large as that of cognition.