Meaningful learning and transfer of learning in games played repeatedly without feedback
成果类型：
Article
署名作者：
Rick, Scott; Weber, Roberto A.
署名单位：
Carnegie Mellon University; University of Michigan System; University of Michigan
刊物名称：
GAMES AND ECONOMIC BEHAVIOR
ISSN/ISSBN：
0899-8256
DOI：
10.1016/j.geb.2009.10.004
发表日期：
2010
页码：
716-730
关键词：
摘要：
Psychologists have long recognized two kinds of learning: one that is relatively shallow and domain-specific; and another that is deeper, producing generalizable insights that transfer across domains. The game theory literature has only recently considered this distinction, and the conditions that stimulate the latter kind of meaningful learning in games are still unclear. Three experiments demonstrate that one kind of meaningful learning - acquisition of iterated dominance - Occurs in the absence of any feedback. We demonstrate that such feedback-free meaningful learning transfers to new strategically similar games, and that such transfer does not typically occur when initial games are played with feedback. The effects of withholding feedback are similar to, and Substitutable with, those produced by requiring players to explain their behavior, a method commonly employed in psychology to increase deliberation. This similarity suggests that withholding feedback encourages deeper thinking about the game in a manner similar to such self-explanation. (C) 2009 Elsevier Inc. All rights reserved.