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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/74036

    Title: 囚犯兩難賽局的理論與實驗 : 從教室觀點
    Other Titles: Theory and experiment of prisoner's dilemma : from point of view of a classroom
    Authors: 王怡心;Wang, I-Hsin
    Contributors: 淡江大學國際商學碩士在職專班
    蔡政言;Tsai, Jeng-Yan
    Keywords: 賽局;囚犯兩難;實驗;Game Theory;prisoner's dilemma;experiment
    Date: 2011
    Issue Date: 2011-12-28 17:51:59 (UTC+8)
    Abstract: 由於賽局理論的目的即在運用數學模式,簡化現實中複雜的互動關係,以提供參與者選擇最佳策略之準則,然而賽局理論中的囚犯兩難賽局之怪異性,在於參與者為了極大化自身利益而採行優勢策略,也就是達到均衡,導致雙方所獲得的報酬比採行劣勢策略較差。
    Since the purpose of game theory in the use of mathematical models that simplify the complex interaction in reality, it provides participants criteria to choose the best strategy. However, the eccentric nature of prisoner’s dilemma in game theory is that due to pursuing the advantages of the player’s own self-interest, each player adopts a dominant strategy as equilibrium and it leads both players getting fewer payoffs compared to choose a dominated strategy.
    We conducted a classroom experiment by using experiment method to examine the theory and reality application of prisoner’s dilemma. The purpose of this paper is not only to observe how people choose the strategy in the game, but also to analyze the background of participants, including gender, school and studied courses, to further explore the factors effecting on strategy difference.
    The results showed that the probability of chooing to betray was higher than it of choosing to cooperate, but the strategy was made by probabilistic mechanism, not in line with the equilibrium of prisoner’s dilemma, and participants don’t choose dominant strategy. School and gender in all participants do not affect their choice of strategy, but Mathematics II studying in all participants has impact on betrayal behavior. Moreover, to analyze the interaction of participants’ background, it was found that participants in the interaction of gender and school have significant differences on betrayal behavior. Surprisingly, we found the proportion of participants choosing betrayal who had studied Math Ι, Math II and economics is lower than that of participants who never had studied the courses, and the result does not coincide with the previous finding (Frank, Gilovich & Regan, 1993) that students majoring in economics consider their own interests and adopt a higher proportion of betrayal and studying economics inhibits the cooperative behavior.
    Appears in Collections:[Graduate Institute & Department of International Business] Thesis

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