Linnaeus University
Not a member yet
43313 research outputs found
Sort by
Cross-game Learning and Cognitive Ability in Auctions
No full textOverbidding in second-price auctions (SPAs) has been shown to be persistent and associated with cognitive ability. We study experimentally to what extent cross-game learning can reduce overbidding in SPAs, taking into account cognitive skills. Employing an order-balanced design, we use first-price auctions (FPAs) to expose participants to an auction format in which losses from high bids are more salient than in SPAs. Experience in FPAs causes substantial cross-game learning for cognitively less able participants but does not affect overbidding for the cognitively more able. Vice versa, experiencing SPAs before bidding in an FPA does not affect bidding behavior by the cognitively less able but, somewhat surprisingly, reduces bid shading by cognitively more able participants, resulting in lower profits in FPAs. Thus, cross-game learning has the potential to benefit bidders with lower cognitive ability whereas it has little or even adverse effects for higher ability bidders
Six teachers and their use of method to improve the communication skills of Swedish students
No full textThis thesis investigates the methods chosen by six teachers to meet the goals of the Swedish National Agency for Education, on communicative competence and digital competence. According to this agency students who study modern languages must learn to use the target language in communicative contexts, adapting to their speaking partners. They also must know how to use digital technologies. There are other studies investigating the teacher’s attitudes towards ICT, but none of them studies the methods from a general point of view, evaluating the various tools in the context of use. In this thesis qualitative interviews have been made, with the purpose of learning more about how teachers think when choosing methods and tools to use in class. Other important factors that contribute to a good learning context for the students are also revealed, such as the importance of teacher-student relationships, knowledge of how to use the tools and the importance of a functional infrastructure. The results suggest that the relationship between teacher and student is important. Teachers who know their students and understand their needs can use this knowledge to choose methods that work well in the classroom. A good relationship also contributes to an environment that allows the students to participate and learn better. The teachers prefer to use a variety of tools, ICT is one among them, but they prefer that the students have a social interaction in class. Students must be able to communicate and make themselves understood in real life situations. ICT can be useful for finding information and communicating electronically, but according to the teachers the most useful tools are working with texts, dialogues, and exercises in class. Students must know how to use pencil and paper, as well as the computer. Other important factors are, for example, continuity in teaching, with one teacher who stays with the class for a longer period and gets to know the students. Teachers need training to know how to use ICT and see the possibilities with the technology, but also to understand that other types of tools must be used as well, to meet the learning goals.
