Papers - John A List

Uri Gneezy, Andreas Leibbrandt, John A List

Cited by*: 1 Downloads*: 9

The functioning and well-being of any society and organization critically hinges on norms of cooperation that regulate social activities. Empirical evidence on how such norms emerge and in which environments they thrive remains a clear void in the literature. To provide an initial set of insights, we overlay a set of field experiments in a natural setting. Our approach is to compare behavior in Brazilian fishermen societies that differ along one major dimension: the workplace organization. In one society (located by the sea) fishermen are forced to work in groups whereas in the adjacent society (located on a lake) fishing is inherently an individual activity. We report sharp evidence that the sea fishermen trust and cooperate more and have greater ability to coordinate group actions than their lake fishermen counterparts. These findings are consistent with the argument that people internalize social norms that emerge from specific needs and support the idea that socio-ecological factors play a decisive role in the proliferation of pro-social behaviors.

Amee Kamdar, Steven D Levitt, John A List, Brian Mullaney, Chad Syverson

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In this paper, we present the results of a two-year series of large-scale natural field experiments involving hundreds of thousands of subjects.

John A List, Zacharias Maniadis, Fabio Tufano

Cited by*: 0 Downloads*: 3

In his comment, Mitesh Kataria (2014) makes three main points about a specific part of our paper (Maniadis, Tufano, and List 2014), namely about Tables 2 and 3. In our paper, we employ these tables in order to illustrate the idea that very inconclusive post-study probabilities that a tested phenomenon is true may result from novel, surprising findings. The main arguments in Kataria (2014) are the following: First, if P(H0) is unknown, as is often the case with economic applications, the post-study probability can lead to even worse inference than the Classical significance test, depending on the quality of the prior. Second, the simulation in Maniadis et al. (2014) ignores previous assessments of P(H0) and instead utilizes a selective empirical setup that favors the use of post-study probabilities. [Third,] contrary to what Maniadis et al. (2014) argue, their results do not allow for drawing general recommendations about which approach is the most appropriate. (Kataria 2014, abs.) We believe that our work might have been misunderstood by Kataria. Moreover, it seems that some of his claims are not supported by relevant empirical evidence.

Matthew A. Kraft, John A List, Jeffrey A Livingston, Sally Sadoff

Cited by*: None Downloads*: None

In-person tutoring programs can have large impacts on K-12 student achievement, but high program costs and limited local supply of tutors have hampered scale-up. Online tutoring provided by volunteers can potentially reach more students in need. We implemented a randomized pilot program of online tutoring that paired college volunteers with middle school students. We estimate consistently positive but statistically insignificant effects on student achievement, 0.07s for math and 0.04s for reading. While our estimated effects are smaller than those for many higher-dosage in-person programs, they are from a significantly lower-cost program delivered within the challenging context of the COVID-19 pandemic.

Omar Al-Ubaydli, John A List

Cited by*: 2 Downloads*: 4

Economists are increasingly turning to the experimental method as a means to estimate causal effects. By using randomization to identify key treatment effects, theories previously viewed as untestable are now scrutinized, efficacy of public policies are now more easily verified, and stakeholders can swiftly add empirical evidence to aid their decision-making. This study provides an overview of experimental methods in economics, with a special focus on developing an economic theory of generalizability. Given that field experiments are in their infancy, our secondary focus pertains to a discussion of the various parameters that they identify, and how they add to scientific knowledge. We conclude that until we conduct more field experiments that build a bridge between the lab and the naturally-occurring settings of interest we cannot begin to make strong conclusions empirically on the crucial question of generalizability from the lab to the field.

Omar Al-Ubaydli, John A List

Cited by*: 2 Downloads*: 1

Economists are increasingly turning to the experimental method as a means to estimate causal effects. By using randomization to identify key treatment effects, theories previously viewed as untestable are now scrutinized, efficacy of public policies are now more easily verified, and stakeholders can swiftly add empirical evidence to aid their decision-making. This study provides an overview of experimental methods in economics, with a special focus on developing an economic theory of generalizability. Given that field experiments are in their infancy, our secondary focus pertains to a discussion of the various parameters that they identify, and how they add to scientific knowledge. We conclude that until we conduct more field experiments that build a bridge between the lab and the naturally-occurring settings of interest we cannot begin to make strong conclusions empirically on the crucial question of generalizability from the lab to the field.

John A List

Cited by*: 82 Downloads*: 10

The dictator game represents a workhorse within experimental economics, frequently used to test theory and to provide insights into the prevalence of social preferences. This study explores more closely the dictator game and the literature's preferred interpretation of its meaning by collecting data from nearly 200 dictators across treatments that varied the action set and the origin of endowment. The action set variation includes choices in which the dictator can "take" money from the other player. Empirical results question the received interpretation of dictator game giving: many fewer agents are willing to transfer money when the action set includes taking. Yet, a result that holds regardless of action set composition is that agents do not ubiquitously choose the most selfish outcome. The results have implications for theoretical models of social preferences, highlight that "institutions" matter a great deal, and point to useful avenues for future research using simple dictator games and relevant manipulations.

Daniel Houser, John A List, Marco Piovesan, Anya Samek, Joachim Winter

Cited by*: 2 Downloads*: 56

Acts of dishonesty permeate life. Understanding their origins, and what mechanisms help to attenuate such acts is an under explored area of research. This study takes an economics approach to explore the propensity of individuals to act dishonestly across different economic environments. We begin by developing a simple model that highlights the channels through which one can increase or decrease dishonest acts. We lend empirical insights into this model by using an experiment that includes both parents and their young children as subjects. We find that the highest level of dishonesty occurs in settings where the parent acts alone and the dishonest act benefits the child rather than the parent. In this spirit, there is also an interesting effect of children on parents' behavior: in the child's presence, parents act more honestly, but there are gender differences. Parents act more dishonestly in front of sons than daughters. This finding has the potential of shedding light on the origins of the widely documented gender differences in cheating behavior observed among adults.

John A List, Jan Stoop, Daan van Soest, Haiwen Zhou

Cited by*: 2 Downloads*: 3

Both private and public organizations constantly grapple with incentive schemes to induce maximum effort from agents. We begin with a theoretical exploration of optimal contest design, focusing on the number of competitors. Our theory reveals a critical link between the distribution of luck and the number of contestants. We find that if there is considerable (little) mass on good draws, equilibrium effort is an increasing (decreasing) function of the number of contestants. Our first test of the theory implements a laboratory experiment, where important features of the theory can be exogenously imposed. We complement our lab experiment with a field experiment, where we rely on biological models complemented by economic models to inform us of the relevant theoretical predictions. In both cases we find that the theory has a fair amount of explanatory power, allowing a deeper understanding of how to effectively design tournaments. From a methodological perspective, our study showcases the benefits of combining data from both lab and field experiments to deepen our understanding of the economic science.

John A List

Cited by*: None Downloads*: None

Social scientists have increasingly turned to the experimental method to understand human behavior. One critical issue that makes solving social problems difficult is "scaling" the idea from a small group to a larger group in more diverse situations. The urgency of scaling policies impacts us every day, whether it is protecting the health and safety of a community or enhancing the opportunities of future generations. Yet, a common result is that when we scale ideas most experience a "voltage drop": upon scaling, the benefit-cost profile depreciates considerably. To combat voltage drops, we must optimally generate policy-based evidence. Optimality requires answering two crucial questions: what information to generate and in what sequence. The economics underlying the science of scaling provides insights into these questions, which are in some cases at odds with conventional approaches. For example, there are important situations wherein I advocate flipping the traditional social science research model to an approach that, from the beginning, produces the type of policy-based evidence that the science of scaling demands. To do so, I propose augmenting efficacy trials by including relevant tests of scale in the original discovery process, which forces the scientist to naturally start with a recognition of the big picture: what information do I need to haves caling confidence?

John A List

Cited by*: None Downloads*: None

Presentation Slides

Roland Fryer , Steven D Levitt, John A List

Cited by*: 9 Downloads*: 6

This article describes a randomized field experiment in which parents were provided financial incentives to engage in behaviors designed to increase early childhood cognitive and executive function skills through a parent academy. Parents were rewarded for attendance at early childhood sessions, completing homework assignments with their children, and for their child's demonstration of mastery on interim assessments. This intervention had large and statistically significant positive impacts on both cognitive and non-cognitive test scores of Hispanics and Whites, but no impact on Blacks. These differential outcomes across races are not attributable to differences in observable characteristics (e.g. family size, mother's age, mother's education) or to the intensity of engagement with the program. Children with above median (pre-treatment) non cognitive scores accrue the most benefits from treatment.

Amanda Chuan, John A List, Anya Samek, Shreemayi Samujjwala

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Parental investments shape children's educational specializations. Using a longitudinal study, we find that parents invest more in daughters than sons at ages 3-5. We find that early parental investment can explain persistently higher English scores for girls than boys 4-6 years later. However, there is no gender gap in Math. Parental investments at ages 3-5 appear to contribute to girls' advantage in English but have little impact on Math. Our results suggest that parental investments at early ages contributes to girls' comparative advantage in English.

John A List

Cited by*: 0 Downloads*: 13

No abstract available

Dermot Hayes , John A List, Jason F Shogren

Cited by*: 13 Downloads*: 4

This paper explores the origins of the strikingly high price premia paid for new food products in lab valuation exercises. Our experimental design distinguishes between two explanations of this phenomenon: novelty of the experimental experience versus the novelty of the good, i.e., preference learning-bids reflect a person's desire to learn how an unfamiliar good fits into their preference set. Subjects bid in four consecutive experimental auctions for three goods that vary in familiarity, candy bars, mangos, and irradiated meat. Our results suggest that preference learning is the main source of the high premia, and that novelty of the experimental experience does not in itself artificially inflate valuations.

John A List

Cited by*: 12 Downloads*: 0

n/a

John A List, Jason F Shogren

Cited by*: 24 Downloads*: 1

Examining panel data on bidding behavior in over forty second-price auction markets with repeated trials, we observe that (i) posted prices influence the behavior of the median naive bidder; (ii) posted prices do not affect the behavior of the median experienced bidder or the bidder for familiar goods; and (iii) anticipated strategic behavior wanes after two trials. The results suggest that while affiliation might exist in auctions for new goods, the repeated trial design with nonprice information removes the correlation of values and provides the experience that bidders need to understand the market mechanism.

David Laibson , John A List

Cited by*: 2 Downloads*: 114

There are many great ways to incorporate behavioral economics in a first-year undergraduate economics class-i.e., the course that is typically called "Principles of Economics." Our preferred approach integrates behavioral economics throughout the course (e.g., see Acemoglu, Laibson, and List 2015). With the integrated approach, behavioral content plays a role in many of the chapters of the principles of economics curriculum, including chapters on optimization, equilibrium, game theory, intertemporal choice, probability and risk, social preferences, household finance, the labor market, financial intermediation, monetary policy, economic fluctuations, and financial crises. We prefer the integrated approach because it enables the behavioral insights to show up where they are conceptually most relevant. By illustration, it is best to combine a discussion of downward nominal wage rigidity (i.e., the idea that workers strongly resist nominal wage declines) with the overall discussion of the labor market. Whether or not an instructor integrates behavioral economics throughout the principles of economics course, it makes sense to pull central materials together and dedicate a lecture (or more) to a focused discussion of behavioral economics. This note describes our approach to such a lecture, emphasizing six key principles of behavioral economics. Our choice of content for a behavioral lecture is motivated by three factors. First, we include ideas that are conceptually important. Second, we include material that is practically important and personally relevant to our students-we have found that such content resonates long after the course ends. Third, we include content that relates to what has been (or will be) taught in the rest of the course, and therefore serves as a complement. We want students to see that behavioral economics is an integrated part of economics, not a freak show that is isolated from "the standard ingredients" in the rest of the economics course. This paper summarizes our approach to such a focused behavioral lecture. In Section I, we define behavioral economics and place it in historical context. In Section II, we introduce six modular principles that can be used to teach behavioral economics. We provide PowerPoint notes on our home pages, which instructors should feel free to edit and use.

Christopher Cotton, Brent R Hickman, John A List, Joseph Price, Sutanuka Roy

Cited by*: None Downloads*: None

We conduct a field experiment across three diverse school districts to structurally identify student motivation and study productivity parameters in a model of adolescent human capital development. By observing study time, homework task completion, and test results, we can identify individual and demographic variations in motivation and study time effectiveness. Struggling students typically do not lack motivation but rather struggle to convert study time into completed assignments and proficiency improvements. The study also attending a higher-performing school is associated with both higher productivity and higher motivation relative to peers with similar observables in lower-performing schools. Counterfactual analyses estimates that school quality differences account for a substantial share of the racial differences in test scores, and considers the impact of alternative policies aimed at reducing racial performance gaps.

Richard C Bishop, Kevin J Boyle, Richard T Carson, David Chapman, Matthew DeBell, Colleen Donovan, W. Michael Hanemann, Barbara Kanninen, Matthew Konopka, Raymond J Kopp, Jon A Krosnick, John A List, Norman Meade, Robert Paterson, Stanley Presser, Nora Scherer, V. Kerry Smith, Roger Tourangeau, Michael Welsh, Jeffrey M Wooldridge

Cited by*: 0 Downloads*: 78

No abstract available