Covering Your Posterior: Teaching Signaling Games Using Classroom Experiments
The author describes a protocol for classroom experiments for courses that introduce undergraduates to signaling games. Signaling games are conceptually difficult because, when analyzing the game, students are not naturally inclined to think in probabilistic, Bayesian terms. The experimental design explicitly presents the posterior frequencies of the unobserved events. The protocol's emphasis on the posterior enhances convergence to the equilibrium prediction, relative to a treatment in which posterior frequencies are not explicitly computed. This convergence reinforces the development of the theory in subsequent lecture periods.
If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
Volume (Year): 40 (2009)
Issue (Month): 2 (April)
|Contact details of provider:|| Web page: http://www.tandfonline.com/VECE20|
|Order Information:||Web: http://www.tandfonline.com/pricing/journal/VECE20|
When requesting a correction, please mention this item's handle: RePEc:taf:jeduce:v:40:y:2009:i:2:p:188-199. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Michael McNulty)
If references are entirely missing, you can add them using this form.