2018
DOI: 10.1142/s0129183118500705
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Evolution of cooperation under the influence of environments on individual-performed interactions

Abstract: Traditionally, individual intensities to perform games are always assumed to be fixed in networks (e.g. to depend on the number of their neighbors). However, to increase their own fitness or payoffs, individuals may adjust their intensities in reaction to external environment changes in real scenarios. With this motivation, we have studied this adjustment by considering the average payoff of individual neighbors to be the network environment in a spatial prisoner’s dilemma game. An individual will unilaterally… Show more

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Cited by 1 publication
(1 citation statement)
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“…In addition, five rules for the evolution of cooperation which are kin selection, direct reciprocity, indirect reciprocity, network reciprocity, and group selection, were reviewed by Nowak [35] in 2006, interpreting the emergence and maintenance of cooperation in social dilemma. Furthermore, a large amount of mechanisms facilitating cooperative behaviors have been proposed in recent years' studies, such as reputation, [36][37][38][39] social norms, [40][41][42][43][44][45] rewards, [46][47][48][49][50] and punishments, [51][52][53][54] teaching ability, [55] environment, [56][57][58] aspiration, [59,60] memory, [61,62] interference of noise, [63] selfinteraction, [64] external forcing, [65] decoy effect, [66] to name but a few.…”
Section: Introductionmentioning
confidence: 99%
“…In addition, five rules for the evolution of cooperation which are kin selection, direct reciprocity, indirect reciprocity, network reciprocity, and group selection, were reviewed by Nowak [35] in 2006, interpreting the emergence and maintenance of cooperation in social dilemma. Furthermore, a large amount of mechanisms facilitating cooperative behaviors have been proposed in recent years' studies, such as reputation, [36][37][38][39] social norms, [40][41][42][43][44][45] rewards, [46][47][48][49][50] and punishments, [51][52][53][54] teaching ability, [55] environment, [56][57][58] aspiration, [59,60] memory, [61,62] interference of noise, [63] selfinteraction, [64] external forcing, [65] decoy effect, [66] to name but a few.…”
Section: Introductionmentioning
confidence: 99%