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On the usefulness of memory skills in social interactions: modifying the iterated prisoner's dilemma


Winkler, I; Jonas, Klaus; Rudolph, U (2008). On the usefulness of memory skills in social interactions: modifying the iterated prisoner's dilemma. Journal of Conflict Resolution, 52(3):375-384.

Abstract

The present experiment introduces a modification of the iterated prisoner's dilemma (PD). In contrast to classical dilemma situations with only one interaction partner, participants (N = 120) interacted with five fictitious interaction partners within one game, either in a random order (change condition) or against each of the interaction partners in succession (block condition). The authors assume that the change condition simulates the social interactions of a real environment more accurately and that individual memory skills are more important in the change condition as compared to the block condition. As dependent variables, the participants' score in the game was recorded, as well as the participants' memory performance concerning information about their interaction partners. Results show that good memory performance with respect to biographical information leads to higher scores only in the condition with changing interaction partners, but not in the block condition.

The present experiment introduces a modification of the iterated prisoner's dilemma (PD). In contrast to classical dilemma situations with only one interaction partner, participants (N = 120) interacted with five fictitious interaction partners within one game, either in a random order (change condition) or against each of the interaction partners in succession (block condition). The authors assume that the change condition simulates the social interactions of a real environment more accurately and that individual memory skills are more important in the change condition as compared to the block condition. As dependent variables, the participants' score in the game was recorded, as well as the participants' memory performance concerning information about their interaction partners. Results show that good memory performance with respect to biographical information leads to higher scores only in the condition with changing interaction partners, but not in the block condition.

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3 citations in Web of Science®
4 citations in Scopus®
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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Psychology
Dewey Decimal Classification:150 Psychology
Language:English
Date:2008
Deposited On:18 Dec 2008 13:35
Last Modified:05 Apr 2016 12:30
Publisher:Sage Publications
ISSN:0022-0027
Publisher DOI:10.1177/0022002707312606
Permanent URL: http://doi.org/10.5167/uzh-4551

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