An experimental study on learning about voting powers

We investigate experimentally whether subjects can learn, from their limited experiences, about relationships between the distribution of votes in a group and associated voting powers in weighted majority voting systems (WMV). Subjects are asked to play two-stage games repeatedly. In the second stage of the game, a group of four subjects bargains over how to divide fixed amount of resources among themselves through the WMV determined in the first stage. In the first stage, two out of four subjects in the group, independently and simultaneously, choose from two options that jointly determine the distribution of a given number of votes among four members. These two subjects face a 2 ~ 2 matrix that shows the distribution of votes, but not associated voting powers, among four members for each outcome. Therefore, to obtain higher rewards, subjects need to learn about the latter by actually playing the second stage. The matrix subjects face in the first stage changes during the experiment to test subjects' understanding of relationships between distribution of votes and voting power. The results of our experiments suggest that although (a) many subjects learn to choose, in the votes apportionment stage, the option associated with a higher voting power, (b) it is not easy for them to learn the underlying relationships between the two and correctly anticipate their voting powers when they face a new distribution of votes.

Meaningful Learning in Weighted Voting Games: An Experiment

International audienceBy employing binary committee choice problems, this paper investigates how varying or eliminating feedback about payoffs affects: (1) subjects' learning about the underlying relationship between their nominal voting weights and their expected payoffs in weighted voting games; and (2) the transfer of acquired learning from one committee choice problem to a similar but different problem. In the experiment, subjects choose to join one of two committees (weighted voting games) and obtain a payoff stochastically determined by a voting theory. We found that: (i) subjects learned to choose the committee that generates a higher expected payoff even without feedback about the payoffs they received; and (ii) there was statistically significant evidence of ``meaningful learning'' (transfer of learning) only for the treatment with no payoff-related feedback. This finding calls for re-thinking existing models of learning to incorporate some type of introspection

A One-Message Question in a Structured Interview: Investigating Psychological Needs of Children and Adolescents with Eating Disorders Directed toward Their Mothers

The purpose of this study was to investigate the psychological needs of children and adolescents with eating disorders (ED) directed toward their mothers. Patients with ED have low self-assertion and various abnormal eating behaviors. Therefore, mothers face difficulty in understanding their children's psychological needs, and the mother-child relationship is sometimes strained. We developed a One-Message Question (OMQ)-structured interview. The OMQ was easy to answer, and it helped the patients with ED. We examined the relationship between psychological needs and illness phase of the children and adolescents, and we discuss the viability of implementing the OMQ in clinical settings. The subjects were 23 patients and their parents. Their parents were just asked about the patients' background. The mean age of the patients was 15.8 years, and the average age of ED onset was 13.5 years. The EDs were anorexia nervosa (n＝20) and bulimia nervosa (n＝3). The phases of patients' illness were identified as anorexic (n＝5), bulimic (n＝7), chronic (n＝3), and stable (n＝8). All subjects provided specific responses to the OMQ-structured interview. Data analyses revealed the following seven categories of patients' psychological needs directed toward their mothers:attachment, cooperation in meeting their goals, longing for love, changing attitude toward family members, respect for self-reliance, expression of apology, and expression of appreciation. These findings suggested that the OMQ-structured interview may prove useful for mothers to understand their children's psychological needs and may encourage positive interactions as a foundation for future recovery

A Note on a Weighted Voting Experiment: Human Mistakes in Cooperative Games

We conducted a sensitivity analysis of results in weighted voting experiments by varying the following two features of the protocol by Montero et al. (2008): (a) the way subjects' roles are reassigned in each round (random versus semi-fixed roles) and (b) the number of proposals that subjects can approve simultaneously (multiple versus single approval). We found that the possibility of simultaneously approving many proposals (multiple approvals) may result in more confusion and mistakes by subjects than the case without such a possibility (single approval). We also found that frequencies of minimal winning coalitions (MWCs) observed under the protocol with semi-fixed roles and single approval are consistent with our hypothesis: each subject prefers a MWC in which his or her relative weight is larger, and the probability of each MWC occurring depends on a score in the social ordering determined by the Borda count, when there is no veto player

Evidence for Strong Breit Interaction in Dielectronic Recombination of Highly Charged Heavy Ions

Resonant strengths have been measured for dielectronic recombination of Li-like iodine, holmium, and bismuth using an electron beam ion trap. By observing the atomic number dependence of the state-resolved resonant strength, clear experimental evidence has been obtained that the importance of the generalized Breit interaction (GBI) effect on dielectronic recombination increases as the atomic number increases. In particular, it has been shown that the GBI effect is exceptionally strong for the recombination through the resonant state [1s2s22p1/2]1