The role of institutional incentives and the exemplar in promoting cooperation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
People on average do not play their individually rational Nash equilibrium (NE) strategy in game experiments based on the public goods game (PGG) that model social dilemmas. Differences from NE behavior have also been observed in PGG experiments that include incentives to cooperate, especially when these are peer-incentives administered by the players themselves. In our repeated PGG experiment, an institution rewards and punishes individuals based on their contributions. The primary experimental result is that institutions which both reward and punish (IRP) promote cooperation significantly better than either institutions which only punish (IP) or which only reward (IR), and that IP has contribution levels significantly above IR. Although comparing their single-round NE strategies correctly predicts which incentives are best at promoting cooperation, individuals do not play these strategies overall. Our analysis shows that other intrinsic motivations that combine conforming behavior with reactions to being rewarded/punished provide a better explanation of observed outcomes. In our experiments, some individuals who display more cooperation than other individuals can be regarded as the exemplars (or leaders). The role of these exemplars in promoting cooperation provides important insights into understanding cooperation in PGG and the effectiveness of institutional incentives at promoting desirable societal behavior.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it