Take-and-Guess Games

This paper studies two classes of two-person zero-sum games in which the strategies of both players are of a special type.Each strategy can be split into two parts, a taking and a guessing part.In these games two types of asymmetry between the players can occur.In the first place, the number of objects available for taking does not need to be the same for both players.In the second place, the players can be guessing sequentially instead of simultaneously; the result is asymmetric information.The paper studies the value and equilibria of these games, for all possible numbers of objects available to the players, for the case with simultaneous guessing as well as for the variant with sequential guessing.zero-sum games;morra;coin-guessing;asymmetric information

Positive expectations feedback experiments and number guessing games as models of financial markets (revised version of WP 08-07)

In repeated number guessing games choices typically converge quickly to the Nash equilibrium. In positive expectations feedback experiments, however, convergence to the equilibrium price tends to be very slow, if it occurs at all. Both types of experimental designs have been suggested as modeling essential aspects of financial markets. In order to isolate the source of the differences in outcomes we present several new treatments in this paper. We conclude that the feedback strength (i.e. the ‘p-value’ in standard number guessing games) is essential for the results. Furthermore, positive expectations feedback experiments may provide good representations of highly speculative markets while standard number guessing games model financial markets with more emphasis on dividend yield and value stocks.

Are Self-regarding Subjects More Strategic?

To investigate the relationship between the depth of strategic thinking and social preferences we ask subjects in an experiment to perform dictator games and a guessing game. The guessing game measures depth of strategic thinking while dictator games control for social preferences. When performing a comparison within the same degree of strategic reasoning, self-regarding subjects show more strategic sophistication than other subjects.

THE EFFECT OF GUESSING GAMES ON THE EIGHT YEAR STUDENTS’ VOCABULARY ACHIEVEMENT AT SMPN 03 BALUNG JEMBER IN THE 2012/2013 ACADEMIC YEAR

Abstract.This article is intended to describe the research result on the use of guessing games on the eight year students’ vocabulary achievement. The research problem was the students’ difficulties in mastering the vocabularies of the target language. To solve this problem, guessing games in the form of crossword puzzle and riddle was used to know whether or not there is a significant effect of using guessing games on the eight year students’ vocabulary achievement. The research design was experimental research with posttest only control group design. The primary data were collected by vocabulary posttest. The result of the research showed that the use of guessing games effected the students’ vocabulary achievement. Key Words:teaching vocabulary, guessing games, vocabulary achievemen

Improving Student\u27s Vocabulary Through Guessing Games Technique in Descriptive Text in Speaking

This research aimed at finding out whether the students\u27 vocabulary can be improved after the teaching and learning process using guessing games technique in descriptive text. The writer conducts an action research entitled “Improving Student\u27s Vocabulary Through Guessing Games Technique in Descriptive Text in Speaking”. The sample of this research is the third grade students of SD Islam Terpadu Haruniyah Pontianak Timur in academic year 2015/2016. The technique employed in this research is guessing games. The procedure of the research consists of identifying the problem, planning action, implementing, observing, reflecting the result of the observing and revising the plan. The result of this research showed that guessing games improve student\u27s vocabulary in descriptive text. In conclusion, the use of guessing games technique in teaching English can improve the vocabulary of the third grade students of SD Islam Terpadu Haruniyah Pontianak Timur

Extrapolation in Games of Coordination and Dominance Solvable Games

We study extrapolation between games in a laboratory experiment. Participants in our experiment first play either the dominance solvable guessing game or a Coordination version of the guessing game for five rounds. Afterwards they play a 3x3 normal form game for ten rounds with random matching which is either a game solvable through iterated elimination of dominated strategies (IEDS), a pure Coordination game or a Coordination game with pareto ranked equilibria. We find strong evidence that participants do extrapolate between games. Playing a strategically different game hurts compared to the control treatment where no guessing game is played before and in fact impedes convergence to Nash equilibrium in both the 3x3 IEDS and the Coordination games. Playing a strategically similar game before leads to faster convergence to Nash equilibrium in the second game. In the Coordination games some participants try to use the first game as a Coordination device. Our design and results allow us to conclude that participants do not only learn about the population and/or successful actions, but that they are also able to learn structural properties of the games.Game Theory, Learning, Extrapolation

THE INFLUENCE OF THE APPLICATION OF GUESSING GAMES STRATEGY ON STUDENTS’ SPEAKING ABILITY OF THE FIRST YEAR STUDENT OF MTs DARU’L HIKAM CIREBON

SITI NURROCHMAH: THE INFLUENCE OF THE APPLICATION OF GUESSING GAMES STRATEGY ON STUDENTS’ SPEAKING ABILITY OF THE FIRST YEAR STUDENT OF MTs DARU’L HIKAM CIREBON Speaking is significant to an individual‟s living processes and experiences. Speaking is also the most natural way to communicate. Without speaking, people must remain in almost total isolation from any kind of society. This study aims to : 1) To find out the students‟ response towards the application of guessing games strategy. 2) To find out the students‟ speaking ability at the first year student of MTs Daru’l Hikam Cirebon. 3) To find out the positive and significant influence of guessing games strategy on students‟ speaking ability at the first year students at Mts Daru’l Hikam Cirebon. Guessing game is game in which the participate compete individually or team in the identification of something indicate obscurely (as in riddle or charades). The strategy of guessing games are discriminate, guess, speculate. The learner is challenged to identify something which is. Furthermore, the mean score of students‟ response of guessing game strategy and their ability in speaking were computed for the subject in the study. Then, the computation used the correlation formula by Pearson. It aimed to determine if a contribution exist between the application of guessing game strategy and students‟ speaking ability. The method of research that used by researcher is quasi experiment design. Finally, the test were considered sufficient categorization with the mean score 75.5 of students‟ response of guessing games strategy and 61.1 of the mean score of the students‟ speaking ability. Then, the research got positive an significant at the 0.61 level. Hence, the contribution of the application of guessing game strategy on students‟ speaking ability was 37.21 %. The rest, 62.79 %, was influenced by other factors related to the speaking skil

Asymmetric Guessing Games

This paper theoretically and experimentally investigates the behavior of asymmetric players in guessing games. The asymmetry is created by introducing k>1 replicas of one of the players. Two-player and restricted N-player cases are examined in detail. Based on the model parameters, the equilibrium is either unique in which all players choose zero or mixed in which the weak player (k=1) imitates the strong player (k>1). A series of experiments involving two and three-player repeated guessing games with unique equilibrium is conducted. We find that equilibrium behavior is observed less frequently and overall choices are farther from the equilibrium in two-player asymmetric games in contrast to symmetric games, but this is not the case in three-player games. Convergence towards equilibrium exists in all cases but asymmetry slows down the speed of convergence to the equilibrium in two, but not in three-player games. Furthermore, the strong players have a slight earning advantage over the weak players, and asymmetry increases discrepancy in choices (defined as the squared distance of choices from the winning number) in both games

"Graph Entropy, Network Coding and Guessing games"

We introduce the (private) entropy of a directed graph (in a new network coding sense) as well as a number of related concepts. We show that the entropy of a directed graph is identical to its guessing number and can be bounded from below with the number of vertices minus the size of the graph’s shortest index code. We show that the Network Coding solvability of each specific multiple unicast network is completely determined by the entropy (as well as by the shortest index code) of the directed graph that occur by identifying each source node with each corresponding target node. Shannon’s information inequalities can be used to calculate up- per bounds on a graph’s entropy as well as calculating the size of the minimal index code. Recently, a number of new families of so-called non-shannon-type information inequalities have been discovered. It has been shown that there exist communication networks with a ca- pacity strictly ess than required for solvability, but where this fact cannot be derived using Shannon’s classical information inequalities. Based on this result we show that there exist graphs with an entropy that cannot be calculated using only Shannon’s classical information inequalities, and show that better estimate can be obtained by use of certain non-shannon-type information inequalities

IMPROVING STUDENT’S VOCABULARY THROUGH GUESSING GAMES TECHNIQUE IN DESCRIPTIVE TEXT IN SPEAKING

Abstract : This research aimed at finding out whether the students’ vocabulary can be improved after the teaching and learning process using guessing games technique in descriptive text. The writer conducts an action research entitled “Improving Student’s Vocabulary Through Guessing Games Technique in Descriptive Text in Speaking”. The sample of this research is the third grade students of SD Islam Terpadu Haruniyah Pontianak Timur in academic year 2015/2016. The technique employed in this research is guessing games. The procedure of the research consists of identifying the problem, planning action, implementing, observing, reflecting the result of the observing and revising the plan. The result of this research showed that guessing games improve student’s vocabulary in descriptive text. In conclusion, the use of guessing games technique in teaching English can improve the vocabulary of the third grade students of SD Islam Terpadu Haruniyah Pontianak Timur. Key Words :  Vocabulary, Guessing Games, Descriptive Text   Abstrak: Penelitian ini bertujuan untuk mengetahui apakah kosakata siswa dapat ditingkatkan melalui proses pengajaran dan pembelajaran menggunakan teknik permainan menebak dalam teks deskriptif. Penulis melakukan tindakan berjudul “Meningkatkan Kosakata Siswa Melalui Teknik Permainan Tebakan dalam Teks Deskriptif dalam Berbicara”. Sampel dari penelitian ini adalah siswa kelas tiga SD Islam Terpadu Haruniyah Pontianak Timur tahun ajaran 2015/ 2016. Teknik yang digunakan dalam penelitian ini adalah permainan tebakan. Prosedur penelitian  terdiri dari mengidentifikasi masalah, perencanaan tindakan, pelaksanaan, mengamati, menggambarkan hasil dari pengamatan dan memperbaiki perencanaan. Hasil dari penelitian menunjukan bahwa permainan tebakan meningkatkan kosakata siswa dalam teks deskriptif. Kesimpulannya, menggunakan teknik permainan tebakan dalam mengajar bahasa inggris dapat meningkatkan kosakata pada siswa kelas tiga SD Islam Terpadu Haruniyah Pontianak Timur. Kata Kunci : Kosa Kata, Permainan Tebakan, Teks Deskripti