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Meaningful learning in weighted voting games: an experiment

Listed author(s):
  • Eric Guerci

    ()

    (Université Côte d’Azur, CNRS GREDEG)

  • Nobuyuki Hanaki

    ()

    (Université Côte d’Azur, CNRS GREDEG)

  • Naoki Watanabe

    ()

    (Keio University)

Abstract By employing binary committee choice problems, this paper investigates how varying or eliminating feedback about payoffs affects: (1) subjects’ learning about the underlying relationship between their nominal voting weights and their expected payoffs in weighted voting games; (2) the transfer of acquired learning from one committee choice problem to a similar but different problem. In the experiment, subjects choose to join one of two committees (weighted voting games) and obtain a payoff stochastically determined by a voting theory. We found that: (i) subjects learned to choose the committee that generates a higher expected payoff even without feedback about the payoffs they received; (ii) there was statistically significant evidence of “meaningful learning” (transfer of learning) only for the treatment with no payoff-related feedback. This finding calls for re-thinking existing models of learning to incorporate some type of introspection.

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File URL: http://link.springer.com/10.1007/s11238-017-9588-x
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Article provided by Springer in its journal Theory and Decision.

Volume (Year): 83 (2017)
Issue (Month): 1 (June)
Pages: 131-153

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Handle: RePEc:kap:theord:v:83:y:2017:i:1:d:10.1007_s11238-017-9588-x
DOI: 10.1007/s11238-017-9588-x
Contact details of provider: Web page: http://www.springer.com

Order Information: Web: http://www.springer.com/economics/economic+theory/journal/11238/PS2

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