Does Ethics Training Neutralize the Incentives of the Prisoner's Dilemma? Evidence from a Classroom Experiment
AbstractTeaching economics has been shown to encourage students to defect in a prisoner's dilemma game. However, can ethics training reverse that effect and promote cooperation? We conducted an experiment to answer this question. We found that students who had the ethics module had higher rates of cooperation than students without the ethics module, even after controlling for communication and other factors expected to affect cooperation. We conclude that the teaching of ethics can mitigate the possible adverse incentives of the prisoner's dilemma, and, by implication, the adverse effects of economics and business training.
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Bibliographic InfoPaper provided by EconWPA in its series General Economics and Teaching with number 0202002.
Length: 17 pages
Date of creation: 04 Feb 2002
Date of revision: 12 Mar 2003
Note: Type of Document - Microsoft Word; prepared on IBM PC; to print on HP; pages: 17; figures: none
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Prisoner's dilemma game; experimental game theory; ethics; economics education;
Find related papers by JEL classification:
- A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
- C72 - Mathematical and Quantitative Methods - - Game Theory and Bargaining Theory - - - Noncooperative Games
- C91 - Mathematical and Quantitative Methods - - Design of Experiments - - - Laboratory, Individual Behavior
This paper has been announced in the following NEP Reports:
- NEP-ALL-2004-02-10 (All new papers)
- NEP-HPE-2002-02-15 (History & Philosophy of Economics)
- NEP-PKE-2002-02-15 (Post Keynesian Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
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