2016
DOI: 10.1086/688849
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Cognitive Ability, Character Skills, and Learning to Play Equilibrium: A Level-kAnalysis

Abstract: Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in… Show more

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Cited by 215 publications
(61 citation statements)
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References 89 publications
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“…In this respect, our evidence is perfectly in line with what is reported in the literature: for all three questions, the impulsive (System-1) responses are much more frequent than the reflective (System-2) ones (Gill and Prowse, 2015). Figure 1 also shows that the response distribution is not completely polarized between these two answers: there are also alternatives -neither reflective, nor impulsivethat are selected by a non negligible fraction of individuals.…”
Section: Introductionsupporting
confidence: 91%
“…In this respect, our evidence is perfectly in line with what is reported in the literature: for all three questions, the impulsive (System-1) responses are much more frequent than the reflective (System-2) ones (Gill and Prowse, 2015). Figure 1 also shows that the response distribution is not completely polarized between these two answers: there are also alternatives -neither reflective, nor impulsivethat are selected by a non negligible fraction of individuals.…”
Section: Introductionsupporting
confidence: 91%
“…With the term rationality we refer to the cognitive abilities of a player that subtend reasoning, monitoring, planning actions, setting, and reaching goals, which are likely to help strategic success (Gill and Prowse, 2016). Rationality roughly corresponds to the so-called “executive functions” (Jurado and Rosselli, 2007; Diamond, 2013), which are known to be developmentally stable (Miyake and Friedman, 2012) and are assessed in clinical neuropsychological settings by using tasks that tap differently in one function or another (Miyake et al, 2000).…”
Section: Methodsmentioning
confidence: 99%
“…The education and age coefficients remain stable when we add covariates, or, in other words, personality traits, abilities, and education are orthogonal and explain different sources of inventive performance (Roberts et al, 2007;Borghans et al, 2008;Gill and Prowse, 2015).…”
Section: Resultsmentioning
confidence: 99%