scholarly journals We Can’t Return Evil for Good: The Comparison between Direct and Indirect Reciprocity

2017 ◽  
Vol 8 (1) ◽  
pp. 4-7 ◽  
Author(s):  
Yuma Shiraki ◽  
Tasuku Igarashi

There are two distinct evolutionary mechanisms of altruistic behavior: direct and indirect reciprocity. Humans are motivated not only to reciprocate benefits to benefactors but also to behave altruistically for the maintenance or improvement of their reputation. This study compared the two evolutionary mechanisms of altruistic behavior. Three scenario-based experiments on diverse samples (Japanese undergraduates in Experiment 1, Japanese crowdsourcing workers in Experiment 2, and crowdsourcing workers worldwide in Experiment 3) were conducted by manipulating (1) reciprocity between participants and a colleague (reciprocal or non-reciprocal) and (2) the colleague’s reputation in the workplace (good or bad). When participants received a reciprocal request from their colleague to help, they tended to accept it, even if the colleague had a bad reputation among others. On the other hand, participants were less accepting of a non-reciprocal request from a colleague with a bad reputation than a colleague with a good reputation. These results clearly indicate that humans prioritize the maintenance of direct reciprocal relationships over group-based reputations.

2021 ◽  
Author(s):  
Ramzi B. Mohamed MARROUCHI

This paper analyses how alienation in Saul Bellow’s Herzog (1964) results in madness and wisdom at the same time. Following this, the researcher will firstly examine the background of alienation and its silent assumptions by highlighting the following features: the search for truth, the marginalization, and the mental paralysis of the hero, Herzog. In line with the findings achieved at this stage, the researcher will secondly study how alienation scrupulously traces Herzog’s madness and wisdom, considering the relationships between alienation, on the one hand, and melancholy, oblivion and escapism, on the other hand. In the second part of this essay, the researcher will argue how madness is reflected in terms of wisdom and sanity. It is the wisdom of the marginalized intellectual in modern American society. Seen from this perspective, alienation and madness are argued to have satirical and allegorical dimensions as they entail reciprocal relationships with wisdom and sanity. The conclusion the researcher seeks to achieve is that when Herzog attempts to bypass and deconstruct the amoral ethics of modern American culture, he unexpectedly goes through various shifts from his being alienated, disregarded, rejected, mad and ultimately wise. Foucault’s (1967) and Deleuze’s (1968) concerns over the issues of madness and alienation prove to be an insightful theoretical platform in this paper.


Econometrica ◽  
2021 ◽  
Vol 89 (6) ◽  
pp. 2659-2678 ◽  
Author(s):  
David K. Levine

Few want to do business with a partner who has a bad reputation. Consequently, once a bad reputation is established, it can be difficult to get rid of. This leads on the one hand to the intuitive idea that a good reputation is easy to lose and hard to gain. On the other hand, it can lead to a strong form of history dependence in which a single beneficial or adverse event can cast a shadow over a very long period of time. It gives rise to a reputational trap where an agent rationally chooses not to invest in a good reputation because the chances others will find out is too low. Nevertheless, the same agent with a good reputation will make every effort to maintain it. Here, a simple reputational model is constructed and the conditions for there to be a unique equilibrium that constitutes a reputation trap are characterized.


Author(s):  
Ellen Winner

Both philosophers and psychologists have claimed that fiction makes us more empathetic. Literature introduces us to a much wider range of people than we could ever meet in real life. We empathize with these fictional characters, fearing for their safety, weeping at their suffering. The question discussed in this chapter is again about transfer: does empathizing with fictional characters cause us to empathize more with others very different from ourselves (as fictional characters often are) once we close the pages of our novel? This chapter shows that there is only the weakest of evidence for this rosy view of what reading fiction can do, but goes on to consider how we might gain more convincing evidence. On the other hand, there is stronger evidence that enacting a fictional character leads to greater understanding of others and more altruistic behavior toward others.


1999 ◽  
Vol 173 ◽  
pp. 249-254
Author(s):  
A.M. Silva ◽  
R.D. Miró

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.


Author(s):  
A. V. Crewe

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.


Author(s):  
K.H. Westmacott

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.


2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.


Author(s):  
Stefan Krause ◽  
Markus Appel

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.


2019 ◽  
Vol 50 (2) ◽  
pp. 80-93
Author(s):  
Jort de Vreeze ◽  
Christina Matschke

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.


1961 ◽  
Vol 6 (6) ◽  
pp. 222-223
Author(s):  
Edwin G. Boring
Keyword(s):  

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