期刊名称:Discussion Paper Series / Department of Economics, Monash University
出版年度:2006
卷号:1
出版社:Monash University
摘要:We study the efficacy of horizontal versus vertical social learning processes in a
public goods game. In one treatment, subjects about to play the game can make nonbinding
common knowledge announcements about their intentions while, in another,
subjects do not communicate directly with group members but receive common
knowledge advice from the previous generation of players. A third treatment has
subjects play with neither communication nor advice. We find that groups that engage
in peer communication achieve much lower levels of contribution to the public good
than do groups that receive advice. We attribute this finding in part to the fact that
some subjects in the communication treatment opted to make no announcement
during the communication phase of play.