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Learning, Teaching, and Turn Taking in the Repeated Assignment Game

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Author Info

  • Timothy N. Cason
  • Sau-Him Paul Lau
  • Vai-Lam Mui

Abstract

History-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 Info

Paper provided by Purdue University, Department of Economics in its series Purdue University Economics Working Papers with number 1267.

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Length: 43 pages
Date of creation: Dec 2011
Date of revision:
Handle: RePEc:pur:prukra:1267

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Related research

Keywords: Learning; Teaching; Assignment Game; Laboratory Experiment; Repeated Games; Turn Taking; Common-Pool Resources;

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References

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  1. Sau-Him Lau & Vai-Lam Mui, 2008. "Using Turn Taking to Mitigate Coordination and Conflict Problems in the Repeated Battle of the Sexes Game," Theory and Decision, Springer, vol. 65(2), pages 153-183, September.
  2. Peter Duersch & Albert Kolb & Jörg Oechssler & Burkhard Schipper, 2010. "Rage against the machines: how subjects play against learning algorithms," Economic Theory, Springer, vol. 43(3), pages 407-430, June.
  3. Kaplan, Todd & Ruffle, Bradley, 2007. "Which way to cooperate," MPRA Paper 3381, University Library of Munich, Germany.
  4. Antoine Terracol & Jonathan Vaksmann, 2007. "Dumbing down rational players : learning and teaching in an experimental game," Université Paris1 Panthéon-Sorbonne (Post-Print and Working Papers) halshs-00145436, HAL.
  5. Kyle Hyndman & Antoine Terracol & Jonathan Vaksmann, 2009. "Learning and sophistication in coordination games," Experimental Economics, Springer, vol. 12(4), pages 450-472, December.
  6. John Duffy & Jack Ochs, 2006. "Cooperative Behavior and the Frequency of Social Interaction," Working Papers 274, University of Pittsburgh, Department of Economics, revised Jul 2008.
  7. Marco Faravelli, 2006. "How Context Matters: A Survey Based Experiment on Distributive Justice," ESE Discussion Papers 145, Edinburgh School of Economics, University of Edinburgh.
  8. Mailath, George J. & Samuelson, Larry, 2006. "Repeated Games and Reputations: Long-Run Relationships," OUP Catalogue, Oxford University Press, number 9780195300796, July.
  9. Wolf Ze'ev Ehrblatt & Kyle Hyndman & Erkut Y. ÄOzbay & Andrew Schotter, 2006. "Convergence: An Experimental Study," Levine's Working Paper Archive 122247000000001148, David K. Levine.
  10. Timothy N Cason & Vai-Lam Mui, 2008. "Coordinating Collective Resistance Through Communication And Repeated Interaction," Monash Economics Working Papers 16/08, Monash University, Department of Economics.
  11. Drew Fudenberg & David K. Levine, 1998. "The Theory of Learning in Games," MIT Press Books, The MIT Press, edition 1, volume 1, number 0262061945.
  12. Tyran, Jean-Robert, 2003. "Behavioral Game Theory. Experiments in Strategic Interaction: Colin F. Camerer, Princeton University Press, Princeton, New Jersey, 2003, p. 550, Price $65.00/[UK pound]42.95, ISBN 0-691-09039-4," The Journal of Socio-Economics, Elsevier, vol. 32(6), pages 717-720, December.
  13. Drew Fudenberg & David G. Rand & Anna Dreber, 2012. "Slow to Anger and Fast to Forgive: Cooperation in an Uncertain World," American Economic Review, American Economic Association, vol. 102(2), pages 720-49, April.
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Cited by:
  1. Todd R. Kaplan & Bradley J. Ruffle, 2011. "Which Way to Cooperate," Working Papers 1105, Ben-Gurion University of the Negev, Department of Economics.
  2. Christoph Kuzmics & Thomas Palfrey & Brian Rogers, 2012. "Symmetric play in repeated allocation games," Discussion Papers 1551, Northwestern University, Center for Mathematical Studies in Economics and Management Science.

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