Information and Beliefs in a Repeated Normal-form Game

We study beliefs and choices in a repeated normal-form game. In addition to a baseline treatment with common knowledge of the game structure, feedback about choices in the previous period and random matching, we run treatments (i) with fixed matching, (ii) without information about the opponent’s payoffs, and (iii) without feedback about previous play. Using Stahl and Wilson’s (1995) model of limited strategic reasoning, we classify behavior with regard to its strategic sophistication and consider its development over time. In the treatments with feedback and full information about the game, we observe more strategic play, more best-responses to beliefs and more accurate beliefs over time. While feedback is the main driving force of learning to play strategically and for forming beliefs that accurately predict the behavior of the opponent, both incomplete information about the opponent’s payoffs or lack of feedback lead to a stagnation of best-response rates over time. ZUSAMMENFASSUNG - (Information und Erwartungen in einem wiederholten Normalformspiel) Wir untersuchen die Entwicklung von den Erwartungen über das Verhalten des anderen Spielers und den Entscheidungen in einem wiederholten Normalformspiel. Zusätzlich zum Haupttreatment mit common knowledge über das Spiel, Feedback über das Ergebnis in der vorigen Runde und zufälliger Zuordnung der Spieler, gibt es Kontrolltreatments mit (i) festen paarweisen Zuordnungen der Spieler, (ii) ohne Information über die Auszahlungen des anderen Spielers und (iii) ohne Feedback über das Ergebnis der vorigen Runde. Mit Hilfe von Stahl und Wilsons (1995) Modell begrenzten strategischen Verhaltens klassifizieren wir das Verhalten der Teilnehmer im Hinblick auf die strategische Sophistikation. In den Treatments mit Feedback und vollständiger Information über das Spiel nehmen strategisches Verhalten, beste Antworten auf die eigenen Erwartungen und die Akkuratheit der Erwartungen über die Zeit zu. Während Feedback der Hauptgrund dafür ist, dass die Teilnehmer lernen, sich strategisch zu verhalten und korrekte Erwartungen über das Verhalten des anderen Spielers zu bilden, führen sowohl unvollständige Information über die Auszahlungen des Gegenspielers als auch fehlendes Feedback zu einer Stagnation der Rate der besten Antworten über die Zeit.

Information and Beliefs in a Repeated Normal-Form Game

We study beliefs and choices in a repeated normal-form game. In addition to a baseline treatment with common knowledge of the game structure and feedback about choices in the previous period, we run treatments (i) without feedback about previous play, (ii) with no information about the opponent’s payoffs and (iii) with random matching. Using Stahl and Wilson’s (1995) model of limited strategic reasoning, we classify behavior with regard to its strategic sophistication and consider its development over time. We use belief statements to check for the consistency of subjects’ actions with the stated beliefs as well as for the accuracy of their beliefs (relative to the opponent’s true choice). In the baseline treatment we observe more sophisticated play as well as more accurate beliefs and more best responses to beliefs over time. We isolate feedback as the main driving force of learning to play strategically and to form beliefs that accurately predict the behavior of the opponent.beliefs, experiments, strategic uncertainty, learning

Do Legal Standards Affect Ethical Concerns of Consumers? An Experiment on Minimum Wages

To address the impact of regulation on ethical concerns of consumers, we study the example of minimum wages. In our experimental market, consumers have monopsony power, firms set prices and wages, and workers are passive recipients of a wage payment. We find that the consumers exhibit considerable fairness towards the workers by buying from the firm with the higher price and the higher wage. We also find that consumers have a tendency to split their demand equally between firms, which is a simple strategy to provide both workers with a minimal payoff. Introducing a minimum wage in a mature market raises average wages despite its significant crowding-out effects on consumers' fairness concerns. Abolishing a minimum wage crowds in consumers' fairness concerns, but crowding in is not sufficient to avoid overall negative effects on the workers' wages

Do Legal Standards Affect Ethical Concerns of Consumers?

To address the impact of regulation on ethical concerns of consumers, we study the example of minimum wages. In our experimental market, consumers have monopsony power, firms set prices and wages, and workers are passive recipients of a wage payment. We find that the majority of consumers occasionally deviate from their self-interest and that markets with such consumers exhibit substantially higher wages. Consumers implement fair allocations using two distinct strategies: they split their demand equally between firms, or they buy all units from the firm with the higher price and higher wage. The two strategies can be captured by maximin preferences and indirect reciprocity in Charness and Rabin's (2002) reciprocal fairness model. Introducing a minimum wage in a market raises average wages despite its significant crowding out effects on consumers' fairness concerns. Abolishing a minimum wage crowds in consumer fairness concerns, but crowding in is not sufficient to avoid overall negative effects on workers' wage

Going Virtual: A Step-by-Step Guide to Taking the In-Person Experimental Lab Online

This guide provides a detailed account of procedures for conducting traditional in-person laboratory experiments in a “virtual setting.” The main objective of these procedures is to maintain the control of traditional in-person lab studies when conducting studies over the internet. Using the participant pool of the in-person lab the key procedural steps include participants having their webcams on throughout the experiment, technical screenings and attention pledges, playing pre-recorded instructions out loud, upholding clear experimenter roles and communication protocols when interacting with participants, and finally detailed and scripted procedures for managing participants throughout the session. The described procedures have been used for more than 100 sessions and have secured results that are indistinguishable from those from the in-person lab

Simon Doesn’t Say: Minimal Qualitative Distortions from Experimenter Demand

Experimenter demand is a clear threat to the validity of experimental results. To understand the extent of this threat for lab studies, we apply the quantitative frame- work from de Quidt, Haushofer and Roth (2018) to explore whether experimenter demand can generate flawed qualitative inference in experimental studies, using four classic behavioral findings. In these four settings we examine the extent to which demand can alter the nature of a comparative-static conclusion, a stronger test of the potential distortions resulting from experimenter demand. Starting with the laboratory population, we demonstrate that even in a stark environment with deliberate researcher attempts to manipulate participant behavior, quantitative effects are small and experimenter demand effects are not large enough to impact the core qualitative inferences in our four experimental comparisons. This result is then extended to two commonly used online populations, Prolific and mTurk–which show larger quantitative demand effects, but again, not large enough to alter the qualitative conclusions

The curse of knowledge increases self-selection into competition: experimental evidence

The psychology literature provides ample evidence that people have difficulties taking the perspective of less-informed others. This paper presents a controlled experiment showing that this "curse of knowledge" can cause comparative overconfidence and overentry into competition. In a broader context, the results provide an explanation for the overconfidence of nascent entrepreneurs and the substantial rate of failure among new businesses. (author's abstract