Social learning with private and common values

Summary. We consider an environment where individuals sequentially choose among several actions. The payoff to an individual depends on her action choice, the state of the world, and an idiosyncratic, privately observed preference shock. Under weak conditions, as the number of individuals increases, the sequence of choices always reveals the state of the world. This contrasts with the familiar result for pure common-value environments where the state is never learned, resulting in herds or informational cascades. The medium run dynamics to convergence can be very complex and non-monotone: posterior beliefs may be concentrated on a wrong state for a long time, shifting suddenly to the correct state.Received: 6 January 2005, Revised: 5 May 2005, JEL Classification Numbers: C72, D82.Jacob K. Goeree: Correspondence toFinancial support from the National Science Foundation NSF (SBR-0098400 and SES-0079301) and the Alfred P. Sloan Foundation is gratefully acknowledged. We thank Richard McKelvey posthumously for insights and conjectures about information aggregation that helped shape our thinking about the problem. We also acknowledge helpful comments from Kim Border, Tilman Börgers, Bogachen Celen, Luis Corchon, Matthew Jackson and seminar participants at University College London, the University of Arizona, Universitat Autonoma de Barcelona, the California Institute of Technology, the 2003 annual meeting of ESA in Pittsburgh, the 2003 Malaga Workshop on Social Choice and Welfare Economics, the 2003 SAET meetings in Rhodos, and the 2003 ESSET meetings in Gerzensee.     

食品供应链安全问题的信号博弈模型

基于食品供应链上安全信息不对称的特点以及零售企业运营状况,针对滥用食品安全标签(如无公害、绿色、有机食品标签等)的现象,以食品生产商和消费者作为博弈方,建立信号博弈模型,分析信号博弈的三种贝叶斯均衡及其条件,得出了信息不对称情况下安全食品生产商的损失函数,以及政府控制食品安全的策略。     

具缺货期不同决策支配权的两级供应链合作机制研究

从考虑市场需求固定且卖方和买方对缺货期的不同决策支配权情况,研究了两级供应链的合作机制,建立了其不完全信息的动态博弈模型,并得出其精炼贝叶斯纳什均衡,从理论上证明了卖方和买方分别占支配地位和从属地位时买方卖方应相互合作。     

基于互惠合作的供应链合作关系稳定机制研究

首先应用强化学习算法对供应链合作关系的稳定机制进行研究;其次从生物学的角度研究了供应链合作关系中的互惠利他合作行为;最后利用计算机进行了系统仿真.研究得出：只要供应链合作关系中存在互惠利他型的企业,不管其所占的比重有多大,该企业都会通过强化学习使得互惠利他行为在供应链中扩散开来,最终达到企业间合作的一种稳定状态.     

The coevolution of firms and their knowledge environment: Insights from the pharmaceutical industry

What are the most effective learning strategies for firms given the characteristics of their knowledge environment? This paper addresses this question by documenting the major changes in the knowledge environment of the pharmaceutical industry, with a particular emphasis on the period since the emergence of biotechnology, and discussing the related changes in the learning strategies of established pharmaceutical firms. Both the historical analysis and a review of the empirical research on organizational learning and knowledge transfer reveal a strong emphasis of firms on external learning through interfirm collaborations and sourcing of external knowledge. This learning strategy seems to be driven by the speed, uncertainty, and dispersion of knowledge developments in the industry. Studying the connections between the knowledge environment and the effectiveness of organizational learning processes is important to understand organizational change and adaptation, and is an area of research that deserves further attention.     

元认知策略与高职英语自主学习能力的培养

从元认知理论出发,笔者探讨了元认知与英语自主学习的内在联系,旨在为高职英语教学改革,学生英语自主学习能力的培养提供切实可行的教学策略.     

知识联盟中的学习障碍研究

知识联盟是企业获取外部知识的重要途径。然而 ,在知识联盟中却蕴含着各种形式的学习障碍 ,制约了知识的有效转移。本文首先从知识、企业和联盟对象三方面分析了联盟中学习障碍的状况及主要来源。     

生产劳动力的劳动时间的探讨

传统经济学的劳动力价值理论只有生产劳动力的生产费用(物化劳动),没有生产劳动力的劳动时间(活劳动)的耗费。劳动力的生产也有劳动时间的耗费。劳动力的自然再生产时间不形成劳动力的价值,劳动力的社会再生产时间、即学习劳动的时间形成劳动力的价值。劳动力价值包括两个部分:一是生产劳动力的物化劳动,如生活费用和学习费用等;二是生产劳动力的活劳动即学习劳动。     

旋转推铅球教与学的要素

旋转推铅是推铅球的方法之一.要学会这种方法,在教与学的过程中必须掌握:扭转推球、控制转动惯量给人体平衡造成的干扰、射体重心向圆心移动、旋转与投掷之间的衔接等技术要素.     

Problem-solving in teaching/learning packages for Technology

In the project Technology in Secondary Education: Problem-solving in Teaching/learning Packages, two experiments regarding a construction problem and an explanation problem were conducted, in which two variants of a teching/learning package (strongly structuredvs. weakly structured) were compared. Only with the strongly structured instructional variant of the package for the explanation problem did the pupils come to a quick solution of the problem. In both experiments, the factors that influenced the problem-solving processes of the pupils were investigated. The results are of importance for curriculum developers and the authors of teaching/learning packages for Technology but further research into the factors influencing the problem solving process of pupils is necessary.