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Experience from a Course in Game Theory: Pre- and Postclass Problem Sets as a Didactic Device

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  • Rubinstein, Ariel

Abstract

The paper summarizes my experience in teaching an undergraduate course in game theory in 1998. Students were required to submit two types of problem sets: pre-class problem sets, which served as experiments, and post-class problem sets, which require the students to study and apply the solution concepts taught in the course. The sharp separation between the two types of problem sets emphasizes the limited relevance of game theory as a tool for making predictions and giving advice. The paper summarizes the results of 41 experiments which were conducted during the course. It is argued that the crude experimental methods produced results which are not substantially different from those obtained at much higher cost using stricter experimental methods

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Bibliographic Info

Article provided by Elsevier in its journal Games and Economic Behavior.

Volume (Year): 28 (1999)
Issue (Month): 1 (July)
Pages: 155-170

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Handle: RePEc:eee:gamebe:v:28:y:1999:i:1:p:155-170

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Web page: http://www.elsevier.com/locate/inca/622836

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Cited by:
  1. Ariel Rubinstein, 2007. "Instinctive and Cognitive Reasoning: A Study of Response Times," Economic Journal, Royal Economic Society, vol. 117(523), pages 1243-1259, October.
  2. Vince P. Crawford & Nagore Iriberri, 2005. "Fatal Attraction: Focality, Naivete, and Sophistication in Experimental Hide-and-Seek Games," Levine's Bibliography 666156000000000454, UCLA Department of Economics.
  3. Yoram Amiel & Frank A Cowell & Wulf Gaertner, 2006. "To Be or not To Be Involved:A Questionnaire-Experimental View on Harsanyi’sUtilitarian Ethics," STICERD - Distributional Analysis Research Programme Papers 85, Suntory and Toyota International Centres for Economics and Related Disciplines, LSE.
  4. Shaun Hargreaves Heap & David Rojo Arjona & Robert Sugden, 2012. "A Popperian test of level-k theory," Working Paper series, University of East Anglia, Centre for Behavioural and Experimental Social Science (CBESS) 12-06, School of Economics, University of East Anglia, Norwich, UK..
  5. JOUNEAU-SION, Frédéric & TORRES, Olivier, 2000. "Auctions with discrete increments: a structural econometric approach based on dominated strategies," CORE Discussion Papers 2000046, Université catholique de Louvain, Center for Operations Research and Econometrics (CORE).
  6. Crawford, Vincent P. & Iriberri, Nagore, 2005. "Fatal Attraction: Focality, Naivete and Sophistication in Experimental “Hide and Seek†Games," University of California at San Diego, Economics Working Paper Series qt96v0t3kq, Department of Economics, UC San Diego.
  7. Antoni Cunyat & Randolph Sloof, 2008. "Employee Types and Endogenous Organizational Design," Tinbergen Institute Discussion Papers 08-019/1, Tinbergen Institute.
  8. Ariel Rubinstein, 2007. "Instinctive and Cognitive Reasoning: Response Times Study," Levine's Bibliography 321307000000001011, UCLA Department of Economics.
  9. Cunyat, Antoni & Sloof, Randolph, 2011. "Employee types and endogenous organizational design: An experiment," Journal of Economic Behavior & Organization, Elsevier, vol. 80(3), pages 553-573.
  10. Vincent P. Crawford & Miguel A. Costa-Gomes & Nagore Iriberri, 2013. "Structural Models of Nonequilibrium Strategic Thinking: Theory, Evidence, and Applications," Journal of Economic Literature, American Economic Association, vol. 51(1), pages 5-62, March.

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