Learning to cooperate without awareness in multiplayer minimal social situations

Colman, Andrew M.; Pulford, Briony D.; Omtzigt, David; al‐Nowaihi, Ali

doi:10.1016/j.cogpsych.2010.05.003

Cited by 16 publications

(8 citation statements)

References 52 publications

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“…This contrasts with variants of the WSLS rule that require the learner to always shift to a new hypothesis (see Colman et al, 2010). While such an algorithm would behave the same as our algorithm in a deterministic setting if it was appropriately augmented to sample from the posterior on switching, it would behave differently in a stochastic setting.…”

Section: ! 22!mentioning

confidence: 53%

Win-Stay, Lose-Sample: A Simple Sequential Algorithm for Approximating Bayesian Inference

Bonawitz¹,

Gopnik²,

Griffiths³

2018

Preprint

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People can behave in a way that is consistent with Bayesian models of cognition, despite the fact that performing exact Bayesian inference is computationally challenging. What algorithms could people be using to make this possible? We show that a simple sequential algorithm "Win-Stay, Lose-Sample", inspired by the Win-Stay, Lose-Shift (WSLS) principle, can be used to approximate Bayesian inference. We investigate the behavior of adults and preschoolers on two causal learning tasks to test whether people might use a similar algorithm. These studies use a "mini-microgenetic method", investigating how people sequentially update their beliefs as they encounter new evidence. Experiment 1 investigates a deterministic causal learning scenario and Experiments 2 and 3 examine how people make inferences in a stochastic scenario. The behavior of adults and preschoolers in these experiments is consistent with our Bayesian version of the WSLS principle. This algorithm provides both a practical method for performing Bayesian inference and a new way to understand people's judgments.

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Section: ! 22!mentioning

confidence: 53%

Win-Stay, Lose-Sample: A Simple Sequential Algorithm for Approximating Bayesian Inference

Bonawitz¹,

Gopnik²,

Griffiths³

2018

Preprint

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“…But there are also advantages in mistakenly failing to attribute strategic reasoning capabilities to other people. Colman, Pulford, Omtzigt, and al-Nowaihi (2011) introduced a game in which players had an option to award payoffs to each other costlessly. The experiment’s manipulation was an information condition: not all subjects were aware that their decisions were influencing each other’s payoffs, or even that others were playing the game.…”

Section: Success In Misattributing Both Strategic Agenthood and Thementioning

confidence: 99%

Mixed human/entity games and the anomalous effects of misattributing strategic agency

Frey

2014

Adaptive Behavior

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People sometimes make better decisions either by treating inanimate objects like strategic reasoners or by treating other reasoners as if they were inanimate objects. I advance ''strategic agenthood attribution'' as a psychological mechanism for modulating economic behavior. From a design perspective, inducing or suppressing the attribution of strategic abilities can influence aggregate social outcomes. Drawing from experiments in behavioral and institutional economics, developmental and social psychology, and human-robot interaction, I document human strategic reasoning in environments that mix typical adult humans with other kinds of entities. I then discuss anomalous misattributions of strategic agenthood and nonagenthood, with special attention to settings in which two types of error-either attributing strategic reasoning abilities to objects that can't think, or failing to attribute such abilities to typical human subjects-actually led to better economic outcomes. Because over-and under-mentalizing are endemic to human decision-making processes, game theory can be applied to improve interaction design, whether or not a given interaction is a game. I show that the flexible nature of human agenthood attribution increases the scope of game theory in some places, reduces it elsewhere, and generally introduces behavioral economics as a promising source of theory for human interactions with equivocal agents.

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“…To these researchers, any academic outcome depends primarily on what one thinks and feels about oneself. This serves as a morale booster to learn (Colman et al, 2010); and a motivational impetus for positive achievement (Illeris, 2004).…”

Section: Predictiveness Of Self-constructs To Academicmentioning

confidence: 99%

Self-Concept, Self-Efficacy and Self Esteem As Predictors of Academic Performance in Mathematics among Junior Secondary School Students in Edo State

Asika¹

2021

SJELL

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This study examined Self-Concept, Self-Efficacy, and Self-Esteem as Predictors of Academic Performance in Mathematics among Junior Secondary School Students in Edo State. The main purpose of the study is to determine the relationship between self-concept and academic performance in mathematics of Junior Secondary School students in Edo state. The study adopted the correlation research design. A sample of 3,639 was drawn from a population of 36,615 junior students in Edo state. The data generated for the study were obtained through a self designed questionnaire. Pearson Product Moment Correlation and Multiple Regression were used to analysed the data collected. The result obtained revealed the following: there was a positive relationship between self-concept and academic performance in mathematics among junior secondary school students, there was also a negative relationship between self-efficacy and academic performance in mathematics among junior secondary school students in Edo state. The study thus concluded that self-concept and self-efficacy are not only significantly related to academic performance, they significantly predict academic performance of students. It was therefore recommended that adequate and sufficient attention must be given to sustain the development of positive self-concept and self-efficacy of students in the school system, while deliberate efforts should be made to build up the self-esteem of the students and Teachers should be offered professional guidance by educational authorities on these self-constructs in students as an avenue to improve on students’ academic performance.

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Learning to cooperate without awareness in multiplayer minimal social situations

Cited by 16 publications

References 52 publications

Win-Stay, Lose-Sample: A Simple Sequential Algorithm for Approximating Bayesian Inference

Win-Stay, Lose-Sample: A Simple Sequential Algorithm for Approximating Bayesian Inference

Mixed human/entity games and the anomalous effects of misattributing strategic agency

Self-Concept, Self-Efficacy and Self Esteem As Predictors of Academic Performance in Mathematics among Junior Secondary School Students in Edo State

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