13.4赛局理论.ppt

* * * * * The prisoners’ dilemma is a great way to start this lecture. Tell students they get to play a game and get two students to volunteer to be the “criminals.” Give the entire class the story and rules. Don’t use a payoff matrix at this point, just write the options on the board. Then send one of your volunteers out of the room. Ask the remaining student what strategy he or she will take. Get your class to help. It usually takes a few minutes for everyone to agree that confessing is the best strategy. Send the first student from the room and then call in the second student. Ask this student what he or she will do. Because the class already knows what the first student has done, encourage them not to tell. Aid the students as they move toward choosing the equilibrium. Encourage students to remember this gaming strategy because it is the same material that you’ll use to describe a firm’s behavior. You can actually play the prisoner’s dilemma game online. A good Web version of the game can be found on a site operated by a group called Serendip at Bryn Mawr College in Pennsylvania. The URL for the web site is /playground/pd.html. If you can use the Web in your classroom, open two browsers and go to this site twice. Get two teams trying to beat Serendip. * * * * * * * The duopolist’s dilemma game on pages 406-408 and revisited on pages 413–414 has been carefully designed to get the maximum payoff from the knowledge your students have of the perfect competition and monopoly results of the two preceding chapters and to introduce them to game theory in a setting that is as close to the previously studied settings as possible. Instead of asserting a payoff matrix on pages 413-414, the numbers in the matrix come directly from monopoly profit-maximizing and competitive outcomes calculated on the earlier pages. You need to do a bit of work to generate the payoff numbers, but the whole story hangs together so much better when the student can see where the numbers come f