MétaCan
Menu
Back to cohort
Record W7099729388

Does the Length of the Period Really Matter for the Identification and the Modelling of Monetary Policy Shocks?

2005· article· en· W7099729388 on OpenAlex

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.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

Venuenot available
Typearticle
Languageen
FieldComputer Science
TopicText Readability and Simplification
Canadian institutionsnot available
Fundersnot available
KeywordsMonetary policyPortfolioIdentification (biology)Period (music)Quarter (Canadian coin)LagInterest rateInflation (cosmology)
DOInot available

Abstract

fetched live from OpenAlex

In this paper, we ask whether our empirical and theoretical knowledge about the effect of monetary policy shocks is robust to the choice of the period length. We think that such a question is particularly relevant in the monetary literature, as frictions are often introduced under the form of a one-period lag in agents ’ reaction. We first show that it is possible to use more efficiently the available information when identifying monetary policy shocks. Using together quarterly series for GDP and monthly series for monetary aggregates and interest rates, it is possible to identify monetary shocks with the assumption that they do not have any impact on GDP within a month, by restricting ourselves to the identification of third-month-of-a-quarter shocks. With this new method, we obtain very similar estimated IRFs, as compared with the results obtained with quarterly data, although the price puzzle appears to be more pronounced in our estimates. Such a similarity is a new fact that quantitative models need to match. In the second part of the paper, we propose a model-based explanation for this result, by computing a limited participation model predictions, when the time period is reduced from one quarter to one month, and when the model predictions are time-aggregated at the quarterly frequency. We show that the introduction of adjustment costs to portfolio reallocation into the model is not only improving its fit, but is necessary for obtaining qualitatively realistic predictions, when the length of the period is thought to be the month and not the quarter.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Simulation or modeling · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.885
Threshold uncertainty score0.207

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0010.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

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.

Opus teacher head0.017
GPT teacher head0.240
Teacher spread0.223 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Quick stats

Citations0
Published2005
Admission routes1
Has abstractyes

Explore more

Same topicText Readability and SimplificationFrench-language works237,207