Learning, Teaching, and Turn Taking in the Repeated Assignment Game
AbstractHistory-dependent strategies are often used to support cooperation in repeated game models. Using the indefinitely repeated common-pool resource assignment game and a perfect stranger experimental design, this paper reports novel evidence that players who have successfully used an efficiency-enhancing turn-taking strategy will teach other players in subsequent supergames to adopt this strategy. We find that subjects engage in turn taking frequently in both the Low Conflict and the High Conflict treatments. Prior experience with turn taking significantly increases turn taking in both treatments. Moreover, successful turn taking often involves fast learning, and individuals with turn taking experience are more likely to be teachers than inexperienced individuals. The comparative statics results show that teaching in such an environment also responds to incentives, since teaching is empirically more frequent in the Low Conflict treatment with higher benefits and lower costs.
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Bibliographic InfoPaper provided by Purdue University, Department of Economics in its series Purdue University Economics Working Papers with number 1267.
Length: 43 pages
Date of creation: Dec 2011
Date of revision:
Learning; Teaching; Assignment Game; Laboratory Experiment; Repeated Games; Turn Taking; Common-Pool Resources;
Find related papers by JEL classification:
- C73 - Mathematical and Quantitative Methods - - Game Theory and Bargaining Theory - - - Stochastic and Dynamic Games; Evolutionary Games
- C91 - Mathematical and Quantitative Methods - - Design of Experiments - - - Laboratory, Individual Behavior
This paper has been announced in the following NEP Reports:
- NEP-ALL-2012-02-08 (All new papers)
- NEP-CBE-2012-02-08 (Cognitive & Behavioural Economics)
- NEP-EVO-2012-02-08 (Evolutionary Economics)
- NEP-EXP-2012-02-08 (Experimental Economics)
- NEP-GTH-2012-02-08 (Game Theory)
- NEP-HPE-2012-02-08 (History & Philosophy of Economics)
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