Chapter 6. Meeting at Penn Station Coordination Problems and Cooperation

2013 ◽  
pp. 124-150
Keyword(s):  
Coordination Problems ◽  
Penn Station

Meeting at Penn Station

2012 ◽  
Author(s):  
Lee Cronk ◽  
Beth L. Leech
Keyword(s):  
Theory Of Mind ◽  
Collective Action ◽  
Real World ◽  
Common Knowledge ◽  
Coordination Games ◽  
Focal Points ◽  
Coordination Problems ◽  
Battle Of The Sexes ◽  
Penn Station ◽  
Thomas Schelling

This chapter discusses coordination problems in relation to cooperation. Coordination problems are essentially problems of information: although people would benefit from coordinating their activities, they lack common knowledge about how to do so. Even worse, they may actually have common knowledge about how to solve the problem but not know it. Thomas Schelling recognized one way to overcome this problem: focus on prominent, salient focal points that others are also likely to focus on. The chapter first examines the so-called “Theory of Mind” or “mentalizing” before explaining how collective action dilemmas can become coordination problems. It also explores trust and conflict in coordination games such as Stag Hunt Games and the Battle of the Sexes Game, concluding with anti-coordination games and how coordination operates in the real world.

Coordination, conflict, and externalization

2018 ◽  
Vol 41 ◽  
Author(s):  
Justin P. Bruner
Keyword(s):  
Coordination Problems

AbstractI argue that the set of moralized norms and beliefs is more expansive than Stanford appears to suggest. In particular, I contend that norms governing behavior in conflictual coordination problems are likely to be moralized.

Varieties and Functions of Institutions

2019 ◽  
Vol 41 (2) ◽  
pp. 383-390
Author(s):  
Lina Eriksson
Keyword(s):  
Social Norms ◽  
Social Practices ◽  
Coordination Problems ◽  
The Relationship

Abstract Hindriks describes institutions as norm-governed social practices, and argue that his theory help bring together and complete earlier theories of institutions. In this comment on his paper, I argue that his argument would be even better if he clarified certain parts of his argument with regards to the nature of institutions and the relationship between institutions and social norms. I also argue that he should reconsider his claim that institutions (and social norms) exist in order to solve cooperation and coordination problems.

scholarly journals Raising the Barcode Scanner: Technology and Productivity in the Retail Sector

2012 ◽  
Vol 4 (3) ◽  
pp. 1-27 ◽  
Author(s):  
Emek Basker
Keyword(s):  
Labor Productivity ◽  
Network Externalities ◽  
New Technology ◽  
Retail Trade ◽  
Retail Sector ◽  
Fixed Costs ◽  
Grocery Industry ◽  
Coordination Problems ◽  
Level Data ◽  
Short Run

Barcodes and barcode scanners transformed the grocery industry in the 1970s. I use store-level data from the 1972, 1977, and 1982 Census of Retail Trade, matched to data on store scanner installations, to estimate scanners' effect on labor productivity. I find that scanners increased a store's labor productivity, on average, by approximately 4.5 percent in the first few years. The effect was larger in stores carrying more packaged products, consistent with the presence of network externalities. Short-run gains were small relative to fixed costs, suggesting that the impediment to widespread adoption of the new technology was profitability, not coordination problems. (JEL J24, L24, L81, O33)

scholarly journals Motor coordination problems in children and adolescents with ADHD rated by parents and teachers: effects of age and gender

2007 ◽  
Vol 115 (2) ◽  
pp. 211-220 ◽  
Author(s):  
E. Fliers ◽  
N. Rommelse ◽  
S. H. H. M. Vermeulen ◽  
M. Altink ◽  
C. J. M. Buschgens ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Motor Coordination ◽  
Age And Gender ◽  
Coordination Problems ◽  
And Gender

Applying Principles of Coordination in Adapted Physical Education

1990 ◽  
Vol 7 (2) ◽  
pp. 126-142 ◽  
Author(s):  
Allen W. Burton
Keyword(s):  
Physical Education ◽  
Conceptual Framework ◽  
Specific Activity ◽  
Intervention Strategies ◽  
Adapted Physical Education ◽  
Movement Coordination ◽  
Coordination Problems ◽  
Lack Of Information ◽  
Overhand Throwing ◽  
Adapted Physical Education Specialists

Adapted physical education specialists must design and carry out programs for students with movement coordination problems, but intervention strategies for such students are rarely included in adapted physical education textbooks. In response to the lack of information available to practitioners, the purpose of this paper is to provide a conceptual framework for better understanding movement coordination, to briefly review some of the methods used by both researchers and practitioners to assess coordination, and to present some possible strategies for addressing movement coordination deficits. Two types of coordination solutions are discussed—neuromotor and mechanical—and specific activity progressions are given for jumping jacks and overhand throwing.

From Penn Station to Trenton: The Language Train

PMLA ◽  
2013 ◽  
Vol 128 (4) ◽  
pp. 865-871
Author(s):  
Simon Gikandi
Keyword(s):  
Penn Station
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