Game theoretic modeling and analysis : A co-evolutionary, agent-based approach

Ph.DDOCTOR OF PHILOSOPH

Anatomical and behavioural correlates of emotion-induced social decision-making

2Abstract This thesis explored the behavioural and neural processes associated with the effect of sympathy and anger on socio-economic decision-making. Experiment 1 showed the defection rate decrease in sympathy and increase in anger compared to the neutral condition in the Prisoner’s Dilemma and the Trust Game. Experiment 2 revealed that block and event-related designs have the same effect on defection over the three emotion conditions in the Prisoner’s Dilemma. Experiment 3 indicated that direct, but not displaced, emotion group participants’ defection rate replicated the finding of Experiment 1. Additionally, cognitive inhibition showed a consistent pattern over three experiments; while in the Prisoner’s Dilemma low cognitive inhibition participants’ defection decreased in sympathy and increased in anger compared to neutral, high cognitive inhibitors’ defection was similar across conditions. Yet, cognitive flexibility (Experiment 3) did not affect participants’ defection rate. Similarly, Experiment 2 and Experiment 3 found that defection rate in the Prisoner’s Dilemma was modulated by expressive suppression, but not cognitive reappraisal; low expressive suppression participants were defecting more in the anger and less in the sympathy compared to the neutral condition. The fMRI analysis in Experiment 4 showed increased left amygdala activation while defecting in the sympathy condition and decreased putamen activation while cooperating in the anger condition. These areas are possibly necessary to overcome the emotion driven impulses to cooperate in the sympathy and defect in the anger conditions. Finally, Experiment 5 revealed that vmPFC patients’ accuracy decreased from neutral to emotional exclusive disjunction trials, while parietal lobe and normal controls showed a reversed pattern signifying vmPFC’s role while making decisions under emotion. The combination of these findings highlights the importance of individual difference and the role of the amygdala, putamen and prefrontal cortex in socio-economic decision-making under emotion. However, alternative interpretations cannot be ruled out without further investigation

The drivers of Corporate Social Responsibility in the supply chain. A case study.

Purpose: The paper studies the way in which a SME integrates CSR into its corporate strategy, the practices it puts in place and how its CSR strategies reflect on its suppliers and customers relations. Methodology/Research limitations: A qualitative case study methodology is used. The use of a single case study limits the generalizing capacity of these findings. Findings: The entrepreneur’s ethical beliefs and value system play a fundamental role in shaping sustainable corporate strategy. Furthermore, the type of competitive strategy selected based on innovation, quality and responsibility clearly emerges both in terms of well defined management procedures and supply chain relations as a whole aimed at involving partners in the process of sustainable innovation. Originality/value: The paper presents a SME that has devised an original innovative business model. The study pivots on the issues of innovation and eco-sustainability in a context of drivers for CRS and business ethics. These values are considered fundamental at International level; the United Nations has declared 2011 the “International Year of Forestry”

Revolutionizing history education : using augmented reality games to teach histories

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2005.Includes bibliographical references (leaves 154-162).In an ever-changing present of multiple truths and reconfigured histories, people need to be critical thinkers. Research has suggested the potential for using augmented reality (AR) games- location-based games that use wireless handheld devices to provide virtual game information in a physical environment-as educational tools. I designed "Reliving the Revolution" as a model for using AR games to teach historic inquiry, decision-making, and critical thinking skills. "Reliving the Revolution" takes place in Lexington, MA, the site of the Battle of Lexington (American Revolution) and simulates the activities of a historian, such as evidence collection and interpretation. Participants interact with virtual historic figures and gather virtual testimonials and evidence on the Battle, each triggered by GPS to appear on the handheld devices depending on one's specific location on or around the Lexington Common. The participants collect differing evidence based on their historic role in the game (Minuteman soldier, loyalist, African American/Minuteman soldier, or British soldier) and then collaboratively evaluate who fired the first shot to start the Battle of Lexington.(cont.) I envision "Reliving the Revolution" not as a standalone educational solution, but as an activity integrated into a broader history curriculum that teaches students how to approach and evaluate complex social problems. This thesis provides a detailed rationale for each of my design choices, as well as an assessment of each choice based on the results of iterative game testing. In my analysis of the game's design, I focus specifically on four game elements: (1) collaborative, (2) role-playing, (3) storytelling or narrative elements; and (4) kinesthetic and mobility. Results of trials of the game suggest that "Reliving the Revolution" and similar AR games can enhance the learning of: (1) historical name, places, and themes; (2) historical methodology and the limits to representations of the past; and (3) alternative perspectives and challenges to "master" historical interpretations. The game motivated participants to gather, evaluate, and interpret historical information, devise hypotheses and counter-arguments, and draw informed conclusions.(cont.) My trials also suggested that AR games such as "Reliving the Revolution" can enhance learning because it can: 1. Create an authentic "practice field" for solving problems and using real-world contexts and tools. 2. Increase the potential for collaboration among participants, and enhance opportunities for reflection. 3. Enable participants to take on and express new identities through role-playing. 4. Encourage participants to explore more deeply a physical site and to consider interactions between the real and virtual worlds.by Karen L. Schrier.S.M