Iterated Prisoner's Dilemma with Choice and Refusal of Partners

This article extends the traditional iterated prisoner's dilemma (IPD) with round-robin partner matching by permitting players to choose and refuse partners in each iteration on the basis of continually updated expected payoffs. Comparative computer experiments are reported that indicate the introduction of partner choice and refusal accelerates the emergence of mutual cooperation in the IPD relative to round-robin partner matching. Moreover, in contrast to findings for round-robin partner matching (in which the average payoffs of the players tend to be either clustered around the mutual cooperation payoff or widely scattered), the average payoff scores of the players with choice and refusal of partners tend to cluster into two or more distinct narrow bands. Preliminary analytical and computational sensitivity studies are also reported for several key parameters. Related work can be accessed here: http://www.econ.iastate.edu/tesfatsi/tnghome.htmiterated prisoner's dilemma; preferential partner selection; evolutionary game theory

Analyzing Social Network Structures in the Iterated Prisoner's Dilemma with Choice and Refusal

The Iterated Prisoner's Dilemma with Choice and Refusal (IPD/CR) is an extension of the Iterated Prisoner's Dilemma with evolution that allows players to choose and to refuse their game partners. From individual behaviors, behavioral population structures emerge. In this report, we examine one particular IPD/CR environment and document the social network methods used to identify population behaviors found within this complex adaptive system. In contrast to the standard homogeneous population of nice cooperators, we have also found metastable populations of mixed strategies within this environment. In particular, the social networks of interesting populations and their evolution are examined.Comment: 37 pages, uuencoded gzip'd Postscript (1.1Mb when gunzip'd) also available via WWW at http://www.cs.wisc.edu/~smucker/ipd-cr/ipd-cr.htm

Sexual health education for behavior change: How much is enough?

Purpose: Successful implementation of sexual health curricula in school settings is often compromised by competing academic priorities. This study explores the association between exposure to sexual health lessons (time-on-task in hours and lesson content topics) and delayed sexual initiation of middle school students at long term follow-up. Methods: Post hoc data analysis was conducted from a RCT (n=15 middle schools) in the south-central U.S. in which grade 7 students demonstrated delayed sexual initiation (adjusted odds ratio [AOR]: 1.54, 95% CI: 1.20 to 1.99) by grade 9 follow-up after using It’s Your Game (IYG), a 24 lesson sexual health curriculum. Logistic regression was conducted on a sub-sample of 314 grade 7 and 8 students who received IYG and who were sexually inexperienced at baseline, adjusting for covariates of age, gender, and race/ethnicity to address the impact of lesson exposure variables (time-on-task in hours and type of sexual health content) on initiation of any sex by grade 9. Results: The greatest impact of exposure on delayed sexual initiation was a duration of 13 or more lesson hours (OR = 8.40; p\u3c0.05) and exposure to lesson content on HIV/STI and pregnancy consequences (OR = 4.93; p\u3c0.05). Conclusions: Results support previous exposure studies and provide guidance on how effective sexual health curricula can meet the challenges of delivery in a reduced and competitive academic environment

Teens, Video Games, and Civics

Analyzes survey findings on trends in teenagers' video gaming, the social context, the role of parents and monitoring, and the link between specific gaming experiences and civic activities. Explores gaming's potential as civic learning opportunities

Reconfiguring Interactivity, Agency and Pleasure in the Education and Computer Games Debate – using Žižek’s concept of interpassivity to analyse educational play

Digital or computer games have recently attracted the interest of education researchers and policy-makers for two main reasons: their interactivity, which is said to allow greater agency, and their inherent pleasures, which is linked to increased motivation to learn. However, the relationship between pleasure, agency and motivation in educational technologies is under-theorised. This paper aims to situate these concepts within a framework that might identify more precisely how games can be considered to be educational. The framework is based on Zizek’s theory of subjectivity in cyberspace, and in particular his notion of interpassivity, which is defined in relation to interactivity. The usefulness of this concept is explored firstly by examining three approaches to theorizing cyberspace and their respective manifestations in key texts on educational game play. Zizek’s analysis of cyberspace in terms of socio-symbolic relations is then outlined to suggest how games might be considered educational insofar as they provide opportunities to manipulate and experiment with the rules underpinning our sense of reality and identity. This resembles Brecht’s notion of the educational value of theatre. The conclusion emphasizes that the terms on which games are understood to be educational relates to the social interests which education is understood to serve