Antoine Terracol () (GREMARS - Groupe de Recherches Modélisation Appliquée à la Recherche en Sciences Sociales - Université Charles de Gaulle - Lille III, CES - Centre d'économie de la Sorbonne - CNRS : UMR8174 - Université Panthéon-Sorbonne - Paris I) Jonathan Vaksmann () (CES - Centre d'économie de la Sorbonne - CNRS : UMR8174 - Université Panthéon-Sorbonne - Paris I)
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This paper uses experimental data to examine the existence of a teaching strategy among bounded rational players. If players realize that their own actions modify their opponent's beliefs and actions, they might play certain actions to this specific end ; and forego immediate payoffs if the expected payoffs if the expected payoff gain from a teaching strategy is high enough. Our results support the existence of a teaching strategy in several ways : First they show that players update their beliefs in order to take account of the reaction of their opponents to their own action. Second, we examine if players actually use a teaching strategy by playing an action that induces a poor immediate payoff but is likely to modify the opponent's behavior so that a preferable outcome might emerge in the future. We find strong evidence of such a strategy in the data and confirm this finding within a logistic model which suggests that the future expected payoff that could arise from a teaching strategy has indeed a significant impact on choice probabilities. Finally, we investigate the effective impact of a teaching strategy on achieved outcomes and find that efficient teachers can successfully use teaching in order to reach their favorite outcome at the expense of their opponents.
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Length: Date of creation: Mar 2007 Date of revision: Handle: RePEc:hal:cesptp:halshs-00145436_v1
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