Negative reciprocity and its relation to anger-like emotions in identity-homogeneous and -heterogeneous groups

Bicskei, Marianna; Lankau, Matthias; Bizer, Kilian

doi:10.1016/j.joep.2016.02.008

Cited by 14 publications

(16 citation statements)

References 70 publications

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“…Charness et al (2006) show that making group membership salient significantly increases the choice of an aggressive stance in the battle of the sexes and leads to more defections in the prisoners dilemma game. This kind of aggression towards the outgroup was also found by Bicskei et al (2016) who use a public good game to show that individuals show higher negative reciprocity towards outgroup members than ingroup members and that anger-like emotions play a bigger role when they are matched with outgroup members.…”

Section: Introductionmentioning

confidence: 54%

Social Identity and Group Contests

Zaunbrecher

Riedl

2016

SSRN Journal

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Social identity has been shown to successfully enhance cooperation and effort in cooperation and coordination games. Little is known about the causal effect of social identity on the propensity to engage in group conflict. In this paper we explore theoretically and experimentally whether social identity increases investments in group contests. We show theoretically that increased social identity with the own group implies higher investments in Tullock contests. Empirically we find that induced social identity does increase group closeness but does not increase conflict investments.

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Section: Introductionmentioning

confidence: 54%

Social Identity and Group Contests

Zaunbrecher

Riedl

2016

SSRN Journal

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“…Scientists from various disciplines, such as economists and behavioural economists, psychologists and behavioural psychologists, biologists and evolutionary biologists, sociologists, anthropologists, ethnologists, political scientists, etc. have already used the norm of reciprocity as a basic motivational key factor for their investigations (Trivers, 1971;Axelrod, 1984;Cosmides and Tooby, 1989;Nowak and Sigmund, 1998;Komorita and Parks, 1999;Wedekind and Milinski, 2000;de Waal and Berfer, 2000;Sobel, 2005;Bicskei, Lankau and Bizer, 2016).…”

Section: Figure 1 the Rational Decision-making Modelmentioning

confidence: 99%

“…Options or courses of action, beliefs and expectancies of the options in achieving the goal and outcome expectancies (negative or positive) (Hastie and Dawes, 2010). At the same time, these theories treat people as beings who think and act perfectly rationally with an ultimate scope of utility maximizing from their final decision without taking into account the public good (Gutnik et al, 2006;Bicskei, Lankau and Bizer, 2016).…”

Section: Introductionmentioning

confidence: 99%

Reciprocity in Student Groups: Experimental Evidence From Greece

Avgeris¹,

Sergaki²,

Kontogeorgos³

et al. 2020

IJoES

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Every correlated theory on the decision-making process takes for granted that individuals have a self-seeking behaviour in a self-regulating economic system. That means that under emergency and risk situations subjects make decisions following the above theories, among fixed-various alternatives. Nevertheless, the results have emerged from many investigations of recent years indicate a completely different approach on people's everyday decision making. Elements of human character such as justice, altruism and reciprocity seem to overlap the overall aspects of them. So, in this paper we aim to investigate the existence of reciprocity, or not, in student communities. In order to achieve this, two games of Game Theory list were adopted and applied in two different Greek Universities while Experimental Economics methods were used. These non-cooperative games (Ultimatum & Dictator game) interacted as one in an uncertain environment. The results of the experimental process showed a reciprocal behaviour (positive or negative) among students with small differences between the two universities.

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“…Contemporary research in Psychology, Philosophy, the Social Sciences and the Neurosciences exhibits various theoretical directions 28 which suggest that emotions comprise several interwoven componentsan object, perception of the object, intentionality (directed at the object), beliefs, cognition (information processing), assessment, deliberation, reasoning, judgment, feelings and motivation to act -and they are influenced by physiological, psychological and various contextual factors (Lawler and Thye 1999;Schwarz 2000;Goldie 2004;Camerer et al 2005;Prinz 2006;Damasio 2011;Hoggett and Thompson 2012;Horne and Powell 2016). Various studies demonstrate the political relevance of emotions (Nussbaum 2006;Sokolon 2006;McCoy 2013;Brader 2011) and their role in socio-economic and environmental decision making (Schwarz 2000;Myers et al 2012;Smith and Leiserowitz 2014;Bicskei et al 2016), the commons (Ramírez-Sánchez 2006; Nightingale 2011) and international relations (Bleiker and Hutchison 2008;Michel 2013), among others. This scholarship generally upholds Aristotle's integrated approach to emotions, their constituents, relationship to reason and virtues and role in decision making.…”

Section: Within Aristotle's Mind: Commons Emotions Virtuesmentioning

confidence: 99%

The Catharsis of the Commons

Briassoulis

2019

International Journal of the Commons

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Using Aristotle's definition of the tragedy as a metaphor, the essay interprets the tragedy of the commons to highlight the critical role and socio-political importance of the emotions of fear and pity for its resolution and for furthering personal and collective eudaimonia (good life) of and in the commons. Synthesizing the Aristotelian scholarship with pertinent contemporary literature, it presents Aristotle's engagement with the commons, emotions and virtues, discusses the key notions of the tragedy and offers an Aristotelian rendering of the tragedy of the commons applying a dramaturgical-interpretivist approach. The emotions-driven learning process of catharsis clarifies the causality of the tragedy, motivates action, forms virtuous citizens, 'cleans'/relieves/purifies the commons of their ills, thus, engendering their catharsis. The comparison of the Aristotelian-inspired with the contemporary institutionalist, moral and phronetic approaches reveals their commonalities and differences. The analysis suggests that emotions should be integrated into current approaches or they might be synthesized into an emotions-centered institutionalist-phronetic approach to the study and governance of the commons. Education of and in the emotions to influence the perception of commons dilemmas, values and morals, coupled with institutional arrangements grounded on phronesis and sufficiency, emerge as contemporary policy priorities. Future interdisciplinary research directions conclude the essay.

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Negative reciprocity and its relation to anger-like emotions in identity-homogeneous and -heterogeneous groups

Cited by 14 publications

References 70 publications

Social Identity and Group Contests

Social Identity and Group Contests

Reciprocity in Student Groups: Experimental Evidence From Greece

The Catharsis of the Commons

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