Learning with bounded memory.

The paper studies infinite repetition of finite strategic form games. Players use a learning behavior and face bounds on their cognitive capacities. We show that for any given beliefprobability over the set of possible outcomes where players have no experience. games can be payoff classified and there always exists a stationary state in the space of action profiles. In particular, if the belief-probability assumes all possible outcomes without experience to be equally likely, in one class of Prisoners' Dilemmas where the average defecting payoff is higher than the cooperative payoff and the average cooperative payoff is lower than the defecting payoff, play converges in the long run to the static Nash equilibrium while in the other class of Prisoners' Dilemmas where the reserve holds, play converges to cooperation. Results are applied to a large class of 2 x 2 games.Cognitive complexity; Bounded logistic quantal response learning; Long run outcomes;

Focus on the success of others leads to selfish behavior

It has often been argued that the spectacular cognitive capacities of humans are the result of selection for the ability to gather, process, and use information about other people. Recent studies show that humans strongly and consistently differ in what type of social information they are interested in. Although some individuals mainly attend to what the majority is doing (frequency-based learning), others focus on the success that their peers achieve with their behavior (success-based learning). Here, we show that such differences in social learning have important consequences for the outcome of social interactions. We report on a decision-making experiment in which individuals were first classified as frequency and success-based learners and subsequently grouped according to their learning strategy. When confronted with a social dilemma situation, groups of frequency-based learners cooperated considerably more than groups of success-based learners. A detailed analysis of the decision-making process reveals that these differences in cooperation are a direct result of the differences in information use. Our results show that individual differences in social learning strategies are crucial for understanding social behavior

Are humans a cooperative species? Challenges & opportunities for teaching the evolution of human prosociality

Evolutionary anthropologists commonly describe humans as a highly cooperative species, based on our evolved socio-cognitive capacities. However, students and the general public may not necessarily share this view about our species. At the same time, fostering our ability to cooperate is considered a key foundation for achieving sustainable development, and students’ understanding of the conditions that enable or hinder cooperation is therefore an important learning goal in sustainability education. In this article, we describe a small classroom activity that explored students’ and preservice biology teachers’ preconceptions about the human capacity to cooperate around shared resources in comparison to the capacity of our closest relative, the chimpanzee. Results indicate that students and teachers had limited knowledge about the evolved human capacity for cooperation around shared resources in small groups, most often viewing chimpanzees as more capable of cooperation and sustainable resource use. Based on the results of this classroom intervention, we highlight important learning opportunities for educators in biology on teaching human evolution and human behavior, particularly as related to current challenges of sustainable development

Pembelajaran Pendidikan Agama Islam dan Budi Pekerti di Madrasah Aliyah Palapa Nusantara

Islamic Religious Education is a conscious effort to guide the formation of student personalities in a systematic and pragmatic way, in order to live according to Islamic teachings, so that the happiness of the afterlife can occur. Islamic Religious Education, the formation of changes in attitude and behavior in accordance with the instructions of Islamic teachings. While character education is a teaching program in schools that aims to develop the character or character of students by living up to the values and beliefs of society as a moral force in their lives through honesty, trustworthiness, discipline, and cooperation that emphasizes the affective direction without leaving the cognitive and cognitive realms. psychomotor realm. In this case, MA Palapa Nusantara Selebung Keruak is a private school that has Islam as the majority religion and has a vision and mission to form noble character and morals. The purpose of this study was to find out how to plan the PAIBP (Islamic Religious Education and Character) learning. In this study, the researcher used a qualitative field research type. The data collection techniques that researchers do by interview, observation and documentation. Research Subjects and Objects. The subjects used in this study were the principal, educators of Islamic Religious Education and Character Education and their students. While the object / location of the research is at MA Palapa Nusantara Selebung Keruak. Research results The implementation of learning is the core of learning, in learning must focus on affective and psychomorphic rather than cognitive and the evaluation of learning takes the form of posttest and tes

A Theory of Mind Approach as Test-Time Mitigation Against Emergent Adversarial Communication

Multi-Agent Systems (MAS) is the study of multi-agent interactions in a shared environment. Communication for cooperation is a fundamental construct for sharing information in partially observable environments. Cooperative Multi-Agent Reinforcement Learning (CoMARL) is a learning framework where we learn agent policies either with cooperative mechanisms or policies that exhibit cooperative behavior. Explicitly, there are works on learning to communicate messages from CoMARL agents; however, non-cooperative agents, when capable of access a cooperative team's communication channel, have been shown to learn adversarial communication messages, sabotaging the cooperative team's performance particularly when objectives depend on finite resources. To address this issue, we propose a technique which leverages local formulations of Theory-of-Mind (ToM) to distinguish exhibited cooperative behavior from non-cooperative behavior before accepting messages from any agent. We demonstrate the efficacy and feasibility of the proposed technique in empirical evaluations in a centralized training, decentralized execution (CTDE) CoMARL benchmark. Furthermore, while we propose our explicit ToM defense for test-time, we emphasize that ToM is a construct for designing a cognitive defense rather than be the objective of the defense.Comment: 6 pages, 7 figure

Social setting, intuition, and experience in lab experiments interact to shape cooperative decision-making

Recent studies suggest that cooperative decision-making in one-shot interactions is a history-dependent dynamic process: promoting intuition versus deliberation has typically a positive effect on cooperation (dynamism) among people living in a coop- erative setting and with no previous experience in economic games on cooperation (history-dependence). Here we report on a lab experiment exploring how these findings transfer to a non-cooperative setting. We find two major results: (i) promoting intuition versus deliberation has no effect on cooperative behavior among inexperienced subjects living in a non-cooperative setting; (ii) experienced subjects cooperate more than inexperienced subjects, but only under time pressure. These results suggest that cooperation is a learning process, rather than an instinctive impulse or a self-controlled choice, and that experience operates primarily via the channel of intuition. In doing so, our findings shed further light on the cognitive basis of human cooperative decision-making and provide further support for the recently proposed Social Heuristics Hypothesis

Social setting, intuition, and experience in lab experiments interact to shape cooperative decision-making

Recent studies suggest that cooperative decision-making in one-shot interactions is a history-dependent dynamic process: promoting intuition versus deliberation has typically a positive effect on cooperation (dynamism) among people living in a coop- erative setting and with no previous experience in economic games on cooperation (history-dependence). Here we report on a lab experiment exploring how these findings transfer to a non-cooperative setting. We find two major results: (i) promoting intuition versus deliberation has no effect on cooperative behavior among inexperienced subjects living in a non-cooperative setting; (ii) experienced subjects cooperate more than inexperienced subjects, but only under time pressure. These results suggest that cooperation is a learning process, rather than an instinctive impulse or a self-controlled choice, and that experience operates primarily via the channel of intuition. In doing so, our findings shed further light on the cognitive basis of human cooperative decision-making and provide further support for the recently proposed Social Heuristics Hypothesis