The Speed of Learning in Noisy Games: Partial Reinforcement and the Sustainability of Cooperation

In an experiment, players’ ability to learn to cooperate in the repeated prisoner’s dilemma was substantially diminished when the payoffs were noisy, even though players could monitor one another's past actions perfectly. In contrast, in one-time play against a succession of opponents, noisy payoffs increased cooperation, by slowing the rate at which cooperation decays. These observations are consistent with the robust observation from the psychology literature that partial reinforcement (adding randomness to the link between an action and its consequences while holding expected payoffs constant) slows learning. This effect is magnified in the repeated game: When others are slow to learn to cooperate, the benefits of cooperation are reduced, which further hampers cooperation. These results show that a small change in the payoff environment, which changes the speed of individual learning, can have a large effect on collective behavior. And they show that there may be interesting comparative dynamics that can be derived from careful attention to the fact that at least some economic behavior is learned from experience.Economic

Proportion congruency effects: instructions may be enough

Learning takes time, namely, one needs to be exposed to contingency relations between stimulus dimensions in order to learn, whereas intentional control can be recruited through task demands. Therefore showing that control can be recruited as a function of experimental instructions alone, that is, adapting the processing according to the instructions before the exposure to the task, can be taken as evidence for existence of control recruitment in the absence of learning. This was done by manipulating the information given at the outset of the experiment. In the first experiment, we manipulated list-level congruency proportion. Half of the participants were informed that most of the stimuli would be congruent, whereas the other half were informed that most of the stimuli would be incongruent. This held true for the stimuli in the second part of each experiment. In the first part, however, the proportion of the two stimulus types was equal. A proportion congruent effect was found in both parts of the experiment, but it was larger in the second part. In our second experiment, we manipulated the proportion of the stimuli within participants by applying an item-specific design. This was done by presenting some color words most often in their congruent color, and other color words in incongruent colors. Participants were informed about the exact word-color pairings in advance. Similar to Experiment 1, this held true only for the second experimental part. In contrast to our first experiment, informing participants in advance did not result in an item-specific proportion effect, which was observed only in the second part. Thus our results support the hypothesis that instructions may be enough to trigger list-level control, yet learning does contribute to the proportion congruent effect under such conditions. The item-level proportion effect is apparently caused by learning or at least it is moderated by it

“Leaving it to chance”—Passive risk taking in everyday life

While risk research focuses on actions that put people at risk, this paper introduces the concept of “passive risk”—risk brought on or magnified by inaction. We developed a scale measuring personal tendency for passive risk taking (PRT), validated it using a 150 undergraduate student sample, and obtained three factors indicating separate domains of passive risk taking: risk involving resources, medical risks and ethical risks. The scale has criterion validity, as it is correlated with reported passive risk taking in everyday life, and also has high test-retest reliability. While correlated with the DOSPERT scale, the PRT shows divergent validity from classic risk taking constructs like sensation seeking, and convergent validity with tendencies previously not linked to risk taking, such as procrastination and avoidance. The results indicate that passive risk is a separate and unique domain of risk taking, which merits further research to understand the cognitive and motivational mechanism perpetuating it

Self-reported ethical risk taking tendencies predict actual dishonesty

Are people honest about the extent to which they engage in unethical behaviors? We report an experiment examining the relation between self-reported risky unethical tendencies and actual dishonest behavior. Participants’ self-reported risk taking tendencies were assessed using the Domain-Specific Risk-Taking (DOSPERT) questionnaire, while actual self-serving dishonesty was assessed using a private coin tossing task. In this task, participants predicted the outcome of coin tosses, held the predictions in mind, and reported whether their predictions were correct. Thus, the task allowed participants to lie about whether their predictions were correct. We manipulated whether reporting higher correct scores increased (vs. not) participants monetary payoff. Results revealed a positive relation between self-reported unethical risky tendencies and actual dishonesty. The effect was limited to the condition in which dishonesty was self-serving. Our results suggest liars are aware of their dishonest tendencies and are potentially not ashamed of them

Interest as a motivational resource: Feedback and gender matter, but interest makes the difference

Abstract. This study tested the hypothesis that interest in a certain topic enables children to sustain their intrinsic motivation in topic-related tasks when positive feedback is absent. Ninety-one Israeli children in the seventh grade completed a questionnaire assessing their interest in the topic of logic questions. Later, in individual sessions, children worked on logic questions, and either received positive feedback or no feedback on their performance. Then, they completed a questionnaire assessing their intrinsic motivation to participate in a similar task. As expected, children with a high level of interest reported more intrinsic motivation than did children not high on interest. Among children with moderate interest, absence of positive feedback was associated with decreased intrinsic motivation for boys, and increased motivation for girls. This gender-related pattern was interpreted as suggesting that girls with moderate interest perceived the positive feedback as an attempt to control them. The findings support the view that interest may serve as a personal resource that helps children to cope with non-optimal learning conditions

Fundamental social motives measured across forty-two cultures in two waves

How does psychology vary across human societies? The fundamental social motives framework adopts an evolutionary approach to capture the broad range of human social goals within a taxonomy of ancestrally recurring threats and opportunities. These motives-self-protection, disease avoidance, affiliation, status, mate acquisition, mate retention, and kin care-are high in fitness relevance and everyday salience, yet understudied cross-culturally. Here, we gathered data on these motives in 42 countries (N = 15,915) in two cross-sectional waves, including 19 countries (N = 10,907) for which data were gathered in both waves. Wave 1 was collected from mid-2016 through late 2019 (32 countries, N = 8,998; 3,302 male, 5,585 female; Mage = 24.43, SD = 7.91). Wave 2 was collected from April through November 2020, during the COVID-19 pandemic (29 countries, N = 6,917; 2,249 male, 4,218 female; Mage = 28.59, SD = 11.31). These data can be used to assess differences and similarities in people's fundamental social motives both across and within cultures, at different time points, and in relation to other commonly studied cultural indicators and outcomes