scholarly journals Asymmetric and Endogenous Within-Group Communication in Competitive Coordination Games

2015 ◽  
Author(s):  
Timothy N. Cason ◽  
Roman M. Sheremeta ◽  
Jingjing Zhang
Keyword(s):  
Group Communication ◽  
Coordination Games ◽  
Competitive Coordination

scholarly journals Asymmetric and endogenous within-group communication in competitive coordination games

2017 ◽  
Vol 20 (4) ◽  
pp. 946-972 ◽  
Author(s):  
Timothy N. Cason ◽  
Roman M. Sheremeta ◽  
Jingjing Zhang
Keyword(s):  
Group Communication ◽  
Coordination Games ◽  
Competitive Coordination

scholarly journals Communication and Efficiency in Competitive Coordination Games

2010 ◽  
Author(s):  
Timothy N. Cason ◽  
Roman M. Sheremeta ◽  
Jingjing Zhang
Keyword(s):  
Coordination Games ◽  
Competitive Coordination

scholarly journals The differential impact of friendship on cooperative and competitive coordination

2020 ◽  
Vol 89 (4) ◽  
pp. 423-452
Author(s):  
Gabriele Chierchia ◽  
Fabio Tufano ◽  
Giorgio Coricelli
Keyword(s):  
Coordination Games ◽  
Strategic Uncertainty ◽  
Differential Impact ◽  
Safe Alternative ◽  
Stag Hunt ◽  
Strategic Complementarity ◽  
Competitive Coordination ◽  
Stag Hunt Game ◽  
Tacit Coordination ◽  
Entry Games

Abstract Friendship is commonly assumed to reduce strategic uncertainty and enhance tacit coordination. However, this assumption has never been tested across two opposite poles of coordination involving either strategic complementarity or substitutability. We had participants interact with friends or strangers in two classic coordination games: the stag-hunt game, which exhibits strategic complementarity and may foster “cooperation”, and the entry game, which exhibits strategic substitutability and may foster “competition”. Both games capture a frequent trade-off between a potentially high paying but uncertain option and a low paying but safe alternative. We find that, relative to strangers, friends are more likely to choose options involving uncertainty in stag-hunt games, but the opposite is true in entry games. Furthermore, in stag-hunt games, friends “tremble” less between options, coordinate better and earn more, but these advantages are largely decreased or lost in entry games. We further investigate how these effects are modulated by risk attitudes, friendship qualities, and interpersonal similarities.

scholarly journals Testing for the emergence of spontaneous order

2019 ◽  
Vol 23 (3) ◽  
pp. 912-932 ◽  
Author(s):  
Konstantinos Georgalos ◽  
John Hey
Keyword(s):  
Adam Smith ◽  
Coordination Games ◽  
Spontaneous Order ◽  
Complex Societies ◽  
Public Goods Games ◽  
Final Good ◽  
Competitive Coordination ◽  
Single Input ◽  
The Government ◽  
Insight Into

AbstractWe report on an experimental investigation of the emergence of Spontaneous Order, the idea that societies can co-ordinate, without government intervention, on a form of society that is good for its citizens, as described by Adam Smith. Our experimental design is based on a production game with a convex input provision possibility frontier, where subjects have to choose a point on this frontier. We start with a simple society consisting of just two people, two inputs, one final good and in which the production process exhibits returns to specialisation. We then study more complex societies by increasing the size of the society (groups of 6 and 9 subjects) and the number of inputs (6 and 9 inputs respectively), as well as the combinations of inputs that each subject can provide. This form of production can be characterised as a cooperative game, where the Nash equilibrium predicts that the optimal outcome is achieved when each member of this society specialises in the provision of a single input. Based on this framework, we investigate whether Spontaneous Order can emerge, without it being imposed by the government. We find strong evidence in favour of the emergence of Spontaneous Order, with communication being an important factor. Using text classification algorithms (Multinomial Naive Bayes) we quantitatively analyse the available chat data and we provide insight into the kind of communication that fosters specialisation in the absence of external involvement. We note that, while communication has been shown to foster coordination in other contexts (for example, in public goods games, market entry games and competitive coordination games) this contribution is in the context of a production game where specialisation is crucial.

scholarly journals Communication and efficiency in competitive coordination games

2012 ◽  
Vol 76 (1) ◽  
pp. 26-43 ◽  
Author(s):  
Timothy N. Cason ◽  
Roman M. Sheremeta ◽  
Jingjing Zhang
Keyword(s):  
Coordination Games ◽  
Competitive Coordination

PROSES KOMUNIKASI KELOMPOK DALAM METODE PEMBELAJARAN SENTRA UNTUK MEMBENTUK KEMANDIRIAN ANAK

Jurnal Common ◽  
2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Rismawaty Rismawaty ◽  
Sofie Aulia Rahmah
Keyword(s):  
Data Collection ◽  
Qualitative Method ◽  
Group Communication ◽  
Communication Process ◽  
Learning Method ◽  
Online Data ◽  
Analysis Techniques ◽  
Collection Data ◽  
Descriptive Approach ◽  
Using Data

Penelitian ini dilakukan untuk mengetahui proses komunikasi kelompok dalam metode pembelajaran sentra di TK Zaid bin Tsabit. Penelitian ini mendiskusikan tentang proses komunikasi kelompok. Metode penelitian yang digunakan dalam penelitian ini adalah Metode Kualitatif dengan pendekatan Deskriptif. Teknik pengumpulan data yang dilakukan peneliti ada dengan studi pustaka, penelusuran data secara online, wawancara, observasi serta dokumentasi dengan 3 orang informan kunci yaitu guru di TK Zaid bin Tsabit serta 3 informan pendukung yaitu Kepala TK Zaid bin Tsabit dan 2 orang tua murid. Uji keabsahan data dengan peningkatan ketekunan, triangulasi dan diskusi dengan teman sejawat, teknik analisis data menggunakan pengumpulan data, reduksi data, penyajian data, penarikan kesimpulan dan evaluasi.Hasil penelitian ini bahwa Proses komunikasi yang terjadi merupakan komunikasi langsung yang terjadi dua arah dan dilakukan terus menerus untuk membentuk kemandirian anak. Proses komunikasi yang terjadi dalam kelompok metode pembelajaran sentra membentuk kemandirian anak. Proses komunikasi yang dilakukan oleh guru kepada anak dilakukan dengan memberikan arahan-arahan kepada anak serta contoh dari arahan yang telah disampaikan oleh guru.Kesimpulan pada penelitian ini adalah metode pembelajaran sentra membentuk kemandirian anak lewat komunikasi yang dilakukan guru secara terus menerus, karna melalui pembelajaran sentra anak diminta untuk melakukan segala sesuatunya sendiri dalam pengawasan guru. Saran yang diberikan adalah guru harus lebih kreatif dalam memberikan materi pada metode pembelajaran sentra serta bersikap lebih tegas dalam mendidik anak dan melakukan komunikasi yang berkelanjutan dengan orang tua murid. --------------------------------------------------------------------------------- This study was conducted to determine the process of group communication in the center learning method at TK Zaid bin Tsabit. This study discusses the process of group communication. The research method used in this study is a qualitative method with a descriptive approach. The data collection techniques carried out by the researcher were with literature studies, online data searches, interviews, observation and documentation with 3 key informants namely the teacher at TK Zaid bin Tsabit and 3 supporting informants namely TK Head Zaid bin Tsabit and 2 parents. Test the validity of data by increasing perseverance, triangulation and discussion with colleagues, data analysis techniques using data collection, data reduction, data presentation, drawing conclusions and evaluations.The results of this study that the communication process that occurs is direct communication that occurs in two directions and carried out continuously to form the independence of children. The communication process that occurs in a group of central learning methods shapes children's independence. The process of communication carried out by the teacher to the child is done by giving directions to the child as well as examples of directions that have been delivered by the teacher.The conclusion of this study is that the central learning method shapes children's independence through continuous communication by the teacher, because through central learning children are asked to do everything themselves in the supervision of the teacher. The advice given is that the teacher must be more creative in giving material to the central learning method and be more assertive in educating children and making ongoing communication with parents.

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