Persuasive and Informative Advertising: A Classroom Experiment
This paper outlines a pair of classroom activities designed to provide an intuitive foundation to the theoretical introduction of advertising in monopoly markets. The roles of both informative and persuasive advertising are covered. Each student acts as a monopolist and chooses the number of (costly) advertisements and price. The experiments are intended for intermediate microeconomics or industrial organization courses, though may be utilized in any course that covers advertising models.
|Date of creation:||11 Jun 2009|
|Date of revision:|
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- C. Robert Clark, 2007. "Advertising Restrictions and Competition in the Childrenâ€™s Breakfast Cereal Industry," Journal of Law and Economics, University of Chicago Press, vol. 50, pages 757-780.
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- Rosenblat, Tanya, 2009. "Vertical Integration of Successive Monopolists: A Classroom Experiment," Staff General Research Papers 13027, Iowa State University, Department of Economics.
- Yvonne Durham & Thomas Mckinnon & Craig Schulman, 2007. "Classroom Experiments: Not Just Fun And Games," Economic Inquiry, Western Economic Association International, vol. 45(1), pages 162-178, 01.
- Ackerberg, Daniel A, 2001. "Empirically Distinguishing Informative and Prestige Effects of Advertising," RAND Journal of Economics, The RAND Corporation, vol. 32(2), pages 316-33, Summer.
- Tisha L. N. Emerson & Beck A. Taylor, 2004. "Comparing Student Achievement across Experimental and Lecture-Oriented Sections of a Principles of Microeconomics Course," Southern Economic Journal, Southern Economic Association, vol. 70(3), pages 672-693, January.
- Mark Dickie, 2006. "Do Classroom Experiments Increase Learning in Introductory Microeconomics?," The Journal of Economic Education, Taylor & Francis Journals, vol. 37(3), pages 267-288, July.
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