Risk Aversion and Emotions

Total Page:16

File Type:pdf, Size:1020Kb

Risk Aversion and Emotions bs_bs_banner Pacific Economic Review, 19: 3 (2014) pp. 296–312 doi: 10.1111/1468-0106.12067 RISK AVERSION AND EMOTIONS YEN NGUYEN Tilburg University CHARLES N. NOUSSAIR* Tilburg University Abstract. We consider the relationship between emotions and decision-making under risk. Specifi- cally, we examine the emotional correlates of risk-averse decisions. In our experiment, individuals’ facial expressions are monitored with face reading software, as they are presented with risky lotteries. We then correlate these facial expressions with subsequent decisions in risky choice tasks. We find that a more positive emotional state is positively correlated with greater risk taking. The strength of a number of emotions, including fear, happiness, anger and surprise, is positively correlated with risk aversion. JEL Classification Code: C9 1. INTRODUCTION The mechanisms that underpin choice under risk have been a primary focus of research in economics, psychology and neuroscience. The traditional approach in economics has been to postulate the existence of a utility function, possessing the expected utility property, that represents an individual’s preferences, and to note that concavity implies a preference for relatively safe lotteries, while convexity corresponds to a preference for relatively risky lotteries. Neuroscien- tists have documented the physiological correlates of risky decision-making. Psychologists and behavioural economists stress the role of emotions such as happiness or fear in guiding individuals’ choices in risky situations (see e.g. Forgas, 1995; Loewenstein and Lerner, 2003; Coget et al., 2011). The focus of the work reported here is to better understand the connection between emotions, which are ultimately psychological terms describing profiles of physiological responses, and the level of risk aversion exhibited in financial decision-making tasks. We study the physiological manifestation of emotion that accompanies decision-making under risk. We report an experiment in which we record individuals’ facial expressions while they are presented with a series of risky lotteries. We then consider whether the emotional response of an individual correlates with his or her subsequent decisions between risky *Address for Correspondence: Department of Economics,Tilburg University, PO Box 90153 500 LE Tilburg, the Netherlands. E-mail: [email protected]. We thank Adriana Breaban and Dan Nguyen for research assistance. We thank participants at the 2012 Alhambra Experimental Work- shop and the 2012 Xiamen University International Workshop of Experimental Economics. We are grateful to Gary Charness, Shachar Kariv and Sigrid Suetens for comments. We thank the CentER for Economic Research at Tilburg University for funding for the experimental sessions. © 2014 Wiley Publishing Asia Pty Ltd RISK AVERSION AND EMOTIONS 297 alternatives. The hypotheses we test originate in previous experimental research and are discussed in Section 2. These hypotheses are that the levels of (i) fear, (ii) happiness, (iii) anger and (iv) overall positive emotion that the decision-maker exhibits when presented with risk lotteries correlate with the level of observed risk aversion in the subsequent decision task. We introduce a new research method, face-reading, to economics. The software we use, Noldus Facereader (Noldus et al., 2005), analyses facial expres- sions, and measures the degree of conformity with the six basic universal emo- tions catalogued by Ekman (2007). These emotions are fear, happiness, anger, disgust, surprise and sadness (Ekman and Friesen, 1986; Ekman, 1994; Izard, 1994).1 They are described as universal because the same facial expressions are associated with these emotions in all cultures, the expressions are common to all primates, and they are identical in blind and sighted people. These properties indicate that the associations are innate rather than the product of social learn- ing. Facereader also registers an overall measure of emotional valence. Unlike questionnaire data, Facereader records participants’ emotional states in nearly real time (Reisenzein, 2000), at a sample rate of five times per second. Compared to other methodologies measuring biological responses, such as Skin conduct- ance response registration and functional magnetic resonance imaging, FaceReader has the advantage that it interprets physiological responses directly in terms of specific emotions. Some previous research has taken a valence-based approach to affect, focus- ing on the impact of an overall negative or positive emotional state (Johnson and Tversky, 1983; Isen, 1997; Capra, 2004). However, as DeSteno et al. (2000), Kugler et al. (2012) and others argue, it is important to distinguish the various emotions that make up overall valence. Therefore, other studies have focused on the role of specific emotions, such as fear (Lopes, 1987), anger and disgust (Fessler et al., 2004). Appraisal theory distinguishes emotions at a more fine-grained level than merely positive or negative (Lerner and Keltner, 2001; Lerner and Tiedens, 2006). We take both approaches here, considering both the explanatory power of overall valence, as well as specific emotions, on risk tolerance. With a few exceptions (e.g. Fessler et al., 2004; Lerner et al., 2004; Bruyneel et al., 2009), studies of the effect of incidental emotions on risk taking have been limited to risk assessments or hypothetical choices, rather than tasks involving real decision consequences. In this study, we use real incentives, in keeping with the conventional approach in experimental economics. We also depart from the previous literature, in that instead of inducing emotions exogenously, we merely measure them and consider how they react to different levels of stimuli over the course of our experimental sessions. 1 Zaman and Shrimpton-Smith (2006) compare data measuring individuals’ emotional states from three sources: the results from respondent questionnaires, interviewer loggings of respondent emo- tions and FaceReader data from respondent facial expressions. They found that FaceReader output was highly correlated with the other two measures. They note that FaceReader has the advantage that it operates in real time and can, therefore, register very brief emotional episodes and rapid changes. © 2014 Wiley Publishing Asia Pty Ltd 298 Y. NGUYEN AND C. N. NOUSSAIR It is important to emphasize the distinction between emotions and moods. Several features distinguish the two concepts. Emotions are shorter-lived, more intense and typically reactions to specific circumstances (Capra, 2004). Moods, in contrast, are longer in duration, less intense and not usually linked to a proximate event. Some emotions express themselves in distinctive facial expres- sions, while moods do not (Ekman, 1994).2 The issue at hand in the study reported here is whether emotional reactions to specific stimuli correlate with subsequent decisions. Section 2 describes the experiment and Section 3 lays out our hypotheses. Section 4 reports the results and Section 5 contains some concluding remarks. 2. THE EXPERIMENT The 30 participants in our study were Tilburg University students who were recruited via online self-enrolment for the experiments through the CenterLab website at Tilburg University. The sample consisted of 13 men and 17 women, all aged between 18 and 25 years. Each session consisted of four segments. Only one subject participated in each session. The experiment was implemented using the online VeconLab software, developed at the University of Virginia, with modified instructions. The first and second segments each consisted of 10 trials. In the first segment, individuals were presented with a payoff level in each trial. The level was either: 1, 3.5, 6, 8.5 or 11 euros in a given trial.3 Each value appeared exactly twice within the 10-period segment. We average the response across the 2 identical trials. This is a typical procedure in neuroeconomic studies involving physiological measures. It reduces the influence of noise, here in the form of incidental face movements, on the data. Such one-off facial move- ments can greatly affect an individual trial, but have less of an impact if multi- ple trials are averaged. Each subject was required to wait for 30 seconds after the payoff level for the current trial appeared on his or her screen. After the 30 seconds had elapsed, the subject could click on a button and proceed to the next trial. The second segment, which also consisted of 10 trials, was similar, except that the individual was presented with various risky lotteries. Each lottery yielded 6+ε euros with probability 0.5 and 6 – ε euros with probability 0.5. The value of ε varied between 1 and 5 by trial, with each value appearing twice within the 10 trials. Thus, in each trial the individual faced a lottery with an expected value of 6 euro, but with a variance that differed across trials. In both the first and the second segments, the stimuli were presented in a random order that differed by subject. 2 For instance, when many facial expressions of anger are observed, one can infer that that person is in an irritable mood. However, there is no distinctive facial expression of irritability (Ekman, 1994). 3 Throughout the session, the payoffs were denominated in terms of experimental dollars (E$), which were convertible to euros at a rate of 2E$ = 1 euro. © 2014 Wiley Publishing Asia Pty Ltd RISK AVERSION AND EMOTIONS 299 Table 1. The 10 decision tasks in segment 3 of the experiment Risky alternative (payoffs Percentage Expected Standard in euros, each realized choosing risky mean payoff deviation of Task with probability 0.5) alternative (in euros) payoff (in euros) 1 (7, 5) 63 6 0.56 2 (8, 4) 43 6 0.93 3 (9, 3) 30 6 1.16 4 (7.5, 5) 73 6.18 0.77 5 (9, 4) 67 6.34 1.48 6 (10.5, 3) 70 6.52 2.26 7 (8, 5) 83 6.42 1.02 8 (10, 4) 87 6.87 2.09 9 (12, 3) 70 7.05 2.81 10 (14, 2) 70 7.40 3.74 In the third segment, subjects made 10 pairwise choices between a safe and a risky alternative.
Recommended publications
  • On the Interaction of Social Affect and Cognition: Empathy, Compassion and Theory of Mind
    Available online at www.sciencedirect.com ScienceDirect On the interaction of social affect and cognition: empathy, compassion and theory of mind 1 1,2 1 Katrin Preckel , Philipp Kanske and Tania Singer Empathy, compassion and Theory of Mind (ToM) are central which may be detrimental to the observer and to others topics in social psychology and neuroscience. While empathy and compassion, on the other hand, which is a feeling of enables the sharing of others’ emotions and may result in warmth and concern for the other. We conclude with a empathic distress, a maladaptive form of empathic resonance, concise summary and an opinion statement. or compassion, a feeling of warmth and concern for others, ToM provides cognitive understanding of someone else’s Defining and neurally characterizing empathy, thoughts or intentions. These socio-affective and socio- compassion and Theory of Mind cognitive routes to understanding others are subserved by Empathy describes the process of sharing feelings, that is, separable, independent brain networks. Nonetheless they are resonating with someone else’s feelings, regardless of jointly required in many complex social situations. A process valence (positive/negative), but with the explicit knowl- that is critical for both, empathy and ToM, is self-other edge that the other person is the origin of this emotion [1]. distinction, which is implemented in different temporoparietal This socio-affective process results from neural network brain regions. Thus, adaptive social behavior is a result of activations that resemble those activations observed dynamic interplay of socio-affective and socio-cognitive when the same emotion is experienced first-hand (shared processes.
    [Show full text]
  • Neuroeconomics: the Neurobiology of Decision-Making
    Neuroeconomics: The Neurobiology of Decision-Making Ifat Levy Section of Comparative Medicine Department of Neurobiology Interdepartmental Neuroscience Program Yale School of Medicine Harnessing eHealth and Behavioral Economics for HIV Prevention and Treatment April 2012 Overview • Introduction to neuroeconomics • Decision under uncertainty – Brain and behavior – Adolescent behavior – Medical decisions Overview • Introduction to neuroeconomics • Decision under uncertainty – Brain and behavior – Adolescent behavior – Medical decisions Neuroeconomics NeuroscienceNeuronal MentalPsychology states “asEconomics if” models architecture Abstraction Neuroeconomics Behavioral Economics Neuroscience Psychology Economics Abstraction Neuroscience functional MRI VISUAL STIMULUS functional MRI: Blood Oxygenation Level Dependent signals Neural Changes in oxygen Change in activity consumption, blood flow concentration of and blood volume deoxyhemoglobin Change in Signal from each measured point in space at signal each point in time t = 1 t = 2 t = 3 t = 4 t = 5 t = 6 dorsal anterior posterior lateral ventral dorsal anterior medial posterior ventral Anterior The cortex Cingulate Cortex (ACC) Medial Prefrontal Cortex (MPFC) Posterior Cingulate Cortex (PCC) Ventromedial Prefrontal Cortex (vMPFC) Orbitofrontal Cortex (OFC) Sub-cortical structures fMRI signal • Spatial resolution: ~3x3x3mm3 Low • Temporal resolution: ~1-2s Low • Number of voxels: ~150,000 High • Typical signal change: 0.2%-2% Low • Typical noise: more than the signal… High But… • Intact human
    [Show full text]
  • Finding the Golden Mean: the Overuse, Underuse, and Optimal Use of Character Strengths
    Counselling Psychology Quarterly ISSN: 0951-5070 (Print) 1469-3674 (Online) Journal homepage: https://www.tandfonline.com/loi/ccpq20 Finding the golden mean: the overuse, underuse, and optimal use of character strengths Ryan M. Niemiec To cite this article: Ryan M. Niemiec (2019): Finding the golden mean: the overuse, underuse, and optimal use of character strengths, Counselling Psychology Quarterly, DOI: 10.1080/09515070.2019.1617674 To link to this article: https://doi.org/10.1080/09515070.2019.1617674 Published online: 20 May 2019. Submit your article to this journal View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=ccpq20 COUNSELLING PSYCHOLOGY QUARTERLY https://doi.org/10.1080/09515070.2019.1617674 ARTICLE Finding the golden mean: the overuse, underuse, and optimal use of character strengths Ryan M. Niemiec VIA Institute on Character, Cincinnati, OH, USA ABSTRACT ARTICLE HISTORY The science of well-being has catalyzed a tremendous amount of Received 28 February 2019 research with no area more robust in application and impact than Accepted 8 May 2019 the science of character strengths. As the empirical links between KEYWORDS character strengths and positive outcomes rapidly grow, the research Character strengths; around strength imbalances and the use of strengths with problems strengths overuse; strengths and conflicts is nascent. The use of character strengths in understand- underuse; optimal use; ing and handling life suffering as well as emerging from it, is particularly second wave positive aligned within second wave positive psychology. Areas of particular psychology; golden mean promise include strengths overuse and strengths underuse, alongside its companion of strengths optimaluse.Thelatterisviewedasthe golden mean of character strengths which refers to the expression of the right combination of strengths, to the right degree, and in the right situation.
    [Show full text]
  • 1 the Development of Empathy: How, When, and Why Nicole M. Mcdonald & Daniel S. Messinger University of Miami Department Of
    1 The Development of Empathy: How, When, and Why Nicole M. McDonald & Daniel S. Messinger University of Miami Department of Psychology 5665 Ponce de Leon Dr. Coral Gables, FL 33146, USA 2 Empathy is a potential psychological motivator for helping others in distress. Empathy can be defined as the ability to feel or imagine another person’s emotional experience. The ability to empathize is an important part of social and emotional development, affecting an individual’s behavior toward others and the quality of social relationships. In this chapter, we begin by describing the development of empathy in children as they move toward becoming empathic adults. We then discuss biological and environmental processes that facilitate the development of empathy. Next, we discuss important social outcomes associated with empathic ability. Finally, we describe atypical empathy development, exploring the disorders of autism and psychopathy in an attempt to learn about the consequences of not having an intact ability to empathize. Development of Empathy in Children Early theorists suggested that young children were too egocentric or otherwise not cognitively able to experience empathy (Freud 1958; Piaget 1965). However, a multitude of studies have provided evidence that very young children are, in fact, capable of displaying a variety of rather sophisticated empathy related behaviors (Zahn-Waxler et al. 1979; Zahn-Waxler et al. 1992a; Zahn-Waxler et al. 1992b). Measuring constructs such as empathy in very young children does involve special challenges because of their limited verbal expressiveness. Nevertheless, young children also present a special opportunity to measure constructs such as empathy behaviorally, with less interference from concepts such as social desirability or skepticism.
    [Show full text]
  • Do K-12 School Facilities Affect Education Outcomes?
    Tennessee Advisory Commission on Intergovernmental Relations Staff Information Report January 2003 TACIR Publication Policy Staff Information Reports, Staff Briefs, Staff Technical Reports and Staff Working Papers and TACIR Fast Facts are issued to promote the mission and objectives of the Commission. These reports are intended to share information and research findings relevant to important public policy issues in an attempt to promote wider understanding. Only reports clearly labeled as Commission Reports represent the official position of the Commission. Others are informational. The Tennessee Advisory Commission on Intergovernmental Relations Suite 508, 226 Capitol Boulevard, Nashville,Tennessee 37243 (615) 741-3012 FAX (615) 532-2443 email: [email protected] website: www.state.tn.us/tacir Do K-12 School Facilities Affect Education Outcomes? A Staff Information Report The following staff have contributed to this report: Ed Young, Ph.D. Research Consultant Principal Author Harry A. Green, Ph.D. Executive Director Lynnisse Roehrich-Patrick, J.D. Director of Special Projects Project Manager, Editor Linda Joseph Publications Assistant Teresa Gibson Publications Assistant January 2003 ii Do K-12 School Facilities Affect Education Outcomes? Foreword In 1988, more than half of Tennessee’s school systems joined together and filed a lawsuit charging the state with failing to fund all systems, rich and poor, equitably, and in 1993, they won. In the meantime and after two years of deliberation, the Tennessee General Assembly adopted a new funding formula as part of the Education Improvement Act (EIA) of 1992. The plaintiffs were not entirely satisfied with that remedy and challenged it on three bases: it did not solve the problem of inequity among the systems in teachers’ salaries, it should be funded immediately and not phased in over six years as the legislature planned, and it did not provide adequate funds to bring all school buildings up to modern standards.
    [Show full text]
  • Zest and Work
    Journal of Organizational Behavior J. Organiz. Behav. 30, 161–172 (2009) Published online in Wiley InterScience (www.interscience.wiley.com) DOI: 10.1002/job.584 Zest and work CHRISTOPHER PETERSON1*, NANSOOK PARK2, NICHOLAS HALL3 AND MARTIN E.P.SELIGMAN 3 1University of Michigan, Michigan, U.S.A. 2University of Rhode Island, Rhode Island, U.S.A. 3University of Pennsylvania, Pennsylvania, U.S.A. Summary Zest is a positive trait reflecting a person’s approach to life with anticipation, energy, and excitement. In the present study, 9803 currently employed adult respondents to an Internet site completed measures of dispositional zest, orientation to work as a calling, and satisfaction with work and life in general. Across all occupations, zest predicted the stance that work was a calling (r ¼.39), as well as work satisfaction (r ¼.46) and general life satisfaction (r ¼.53). Zest deserves further attention from organizational scholars, especially how it can be encouraged in the workplace. Copyright # 2009 John Wiley & Sons, Ltd. Your work is to discover your work, and then with all of your heart to give yourself to it.—the Buddha Introduction Recent years have seen a widespread call for the study of work organizations in which people can be well and do well (Cameron, Dutton, & Quinn, 2003; Gardner, Csikszentmihalyi, & Damon, 2001; Luthans, 2003; Wright, 2003). The emergence of the positive perspective within organizational psychology has brought new attention to the venerable topic of work satisfaction (Hoppock, 1935). Satisfaction with the work that one does is seen not just as a contributor to good performance and increased profitability but as a worthy end in its own right (Heslin, 2005).
    [Show full text]
  • Cognition, Affect, and Learning —The Role of Emotions in Learning
    How People Learn: Cognition, Affect, and Learning —The Role of Emotions in Learning Barry Kort Ph.D. and Robert Reilly Ed.D. {kort, reilly}@media.mit.edu formerly MIT Media Lab Draft as of date January 2, 2019 Learning is the quintessential emotional experience. Our species, Homo Sapiens, are the beings who think. We are also the beings who learn, and the beings who simultaneously experience a rich spectrum of affective emotional states, including a selected suite of emotional states specifically and directly related to learning. This proposal reviews previously published research and theoretical models relating emotions to learning and cognition and presents ideas and proposals for extending that research and reducing it to practice. Our perspective The concept of affect in learning (i.e., emotions in learning) is the same pedagogy applied by an athletic coach at a sporting event. A coach recognizes the affective state of an athlete, and, for example, exhorts that athlete toward increased performance (e.g., raises the level of enthusiasm), or, redirects a frustrated athlete to a productive affective state (e.g., instills confidence, or pride). A coach recognizes that an athlete’s affective state is a critical factor during performance; and, when appropriate, a coach will intervene with a meaningful strategy or tactic. Athletic coaches are skilled at recognizing affective states and intervening appropriately. Educators can have the same impact on a learner by understanding a learner’s affective state and intervening with appropriate strategies or tactics that will meaningfully manage and guide a person’s learning journey. There are several learning theories and a great deal of neuroscience/affective research.
    [Show full text]
  • History-Dependent Risk Attitude
    Available online at www.sciencedirect.com ScienceDirect Journal of Economic Theory 157 (2015) 445–477 www.elsevier.com/locate/jet History-dependent risk attitude ∗ David Dillenberger a, , Kareen Rozen b,1 a Department of Economics, University of Pennsylvania, 160 McNeil Building, 3718 Locust Walk, Philadelphia, PA 19104-6297, United States b Department of Economics and the Cowles Foundation for Research in Economics, Yale University, 30 Hillhouse Avenue, New Haven, CT 06511, United States Received 21 June 2014; final version received 17 January 2015; accepted 24 January 2015 Available online 29 January 2015 Abstract We propose a model of history-dependent risk attitude, allowing a decision maker’s risk attitude to be affected by his history of disappointments and elations. The decision maker recursively evaluates compound risks, classifying realizations as disappointing or elating using a threshold rule. We establish equivalence between the model and two cognitive biases: risk attitudes are reinforced by experiences (one is more risk averse after disappointment than after elation) and there is a primacy effect (early outcomes have the greatest impact on risk attitude). In a dynamic asset pricing problem, the model yields volatile, path-dependent prices. © 2015 Elsevier Inc. All rights reserved. JEL classification: D03; D81; D91 Keywords: History-dependent risk attitude; Reinforcement effect; Primacy effect; Dynamic reference dependence * Corresponding author. E-mail addresses: [email protected] (D. Dillenberger), [email protected] (K. Rozen). 1 Rozen thanks the NSF for generous financial support through grant SES-0919955, and the economics departments of Columbia and NYU for their hospitality. http://dx.doi.org/10.1016/j.jet.2015.01.020 0022-0531/© 2015 Elsevier Inc.
    [Show full text]
  • A Measure of Risk Tolerance Based on Economic Theory
    A Measure Of Risk Tolerance Based On Economic Theory Sherman D. Hanna1, Michael S. Gutter 2 and Jessie X. Fan3 Self-reported risk tolerance is a measurement of an individual's willingness to accept risk, making it a valuable tool for financial planners and researchers alike. Prior subjective risk tolerance measures have lacked a rigorous connection to economic theory. This study presents an improved measurement of subjective risk tolerance based on economic theory and discusses its link to relative risk aversion. Results from a web-based survey are presented and compared with results from previous studies using other risk tolerance measurements. The new measure allows for a wider possible range of risk tolerance to be obtained, with important implications for short-term investing. Key words: Risk tolerance, Risk aversion, Economic model Malkiel (1996, p. 401) suggested that the risk an to describe some preliminary patterns of risk tolerance investor should be willing to take or tolerate is related to based on the measure. The results suggest that there is the househ old situation, lifecycle stage, and subjective a wide variation of risk tolerance in people, but no factors. Risk tolerance is commonly used by financial systematic patterns related to gender or age have been planners, and is discussed in financial planning found. textbooks. For instance, Mittra (1995, p. 396) discussed the idea that risk tolerance measurement is usually not Literature Review precise. Most tests use a subjective measure of both There are at least four methods of measuring risk emotional and financial ability of an investor to tolerance: askin g about investment choices, asking a withstand losses.
    [Show full text]
  • Utility with Decreasing Risk Aversion
    144 UTILITY WITH DECREASING RISK AVERSION GARY G. VENTER Abstract Utility theory is discussed as a basis for premium calculation. Desirable features of utility functions are enumerated, including decreasing absolute risk aversion. Examples are given of functions meeting this requirement. Calculating premiums for simplified risk situations is advanced as a step towards selecting a specific utility function. An example of a more typical portfolio pricing problem is included. “The large rattling dice exhilarate me as torrents borne on a precipice flowing in a desert. To the winning player they are tipped with honey, slaying hirri in return by taking away the gambler’s all. Giving serious attention to my advice, play not with dice: pursue agriculture: delight in wealth so acquired.” KAVASHA Rig Veda X.3:5 Avoidance of risk situations has been regarded as prudent throughout history, but individuals with a preference for risk are also known. For many decision makers, the value of different potential levels of wealth is apparently not strictly proportional to the wealth level itself. A mathematical device to treat this is the utility function, which assigns a value to each wealth level. Thus, a 50-50 chance at double or nothing on your wealth level may or may not be felt equivalent to maintaining your present level; however, a 50-50 chance at nothing or the value of wealth that would double your utility (if such a value existed) would be equivalent to maintaining the present level, assuming that the utility of zero wealth is zero. This is more or less by definition, as the utility function is set up to make such comparisons possible.
    [Show full text]
  • Loss Aversion in Decisions Under Risk and the Value of a Symmetric Simplification of Prospect Theory
    1 Loss Aversion in Decisions under Risk and the Value of a Symmetric Simplification of Prospect Theory By Eyal Ert and Ido Erev Max Wertheimer Minerva Center for Cognitive Studies, Technion, Israel Abstract Three studies are presented that examine alternative interpretations of the loss aversion assertion (Kahneman and Tversky (1979)). The first two studies reject a "strong" interpretation: In violations of this interpretation the choice rate of the risky option was higher given prospects with mixed payoffs (gain and losses) than given prospects with nonnegative payoffs. The third study rejects a "moderate" interpretation of loss aversion: It shows that the elimination of the loss aversion assumption from prospect theory increases the theory's predictive value. The results demonstrate the value of a simplified version of prospect theory that assumes a symmetric value function (with diminishing sensitivity relative to the reference point), a symmetric probability weighting function (that implies a certainty/possibility effect) and a stochastic response rule. Keywords: Stochastic models, Cumulative prospect theory, Predictive value. JEL Classification: C91, D01. 2 1. INTRODUCTION The loss aversion assertion, one of the assumptions that underlie prospect theory (Kahneman and Tversky (1979)), implies that losses loom larger than gains. That is, the absolute subjective value of a specific loss is larger than the absolute subjective value of an equivalent gain. This assertion was shown to provide an elegantexplanation to a wide set of important behavioral phenomena. Famous examples are the endowment effect (Kahneman, Knetsch and Thaler (1990)), the status quo bias (Samuelson and Zeckhauser (1988)), and the equity premium puzzle (Benartzi and Thaler (1995)).
    [Show full text]
  • Altering the Trajectory of Affect and Affect Regulation: the Impact of Compassion Training
    Mindfulness DOI 10.1007/s12671-017-0773-3 ORIGINAL PAPER Altering the Trajectory of Affect and Affect Regulation: the Impact of Compassion Training Hooria Jazaieri1 & Kelly McGonigal2 & Ihno A. Lee3 & Thupten Jinpa 2 & James R. Doty2,4 & James J. Gross3 & Philippe R. Goldin5 # Springer Science+Business Media, LLC 2017 Abstract A growing literature has begun to document the lesser use of expressive suppression and greater acceptance effects of compassion training on a variety of important inter- when experiencing stress/anxiety. These results suggest that personal behaviors (e.g., helping behavior). What is not yet interventions such as compassion training may help modulate well understood, however, is what impact compassion training specific affective states and modify the use of and self-efficacy has on affect and affect regulation. To examine this issue, we for specific regulatory strategies. implemented a 9-week compassion training program in which 51 adults provided twice-daily ratings of four affective states Keywords Affect . Affect regulation . Affective trajectories . (anxiety, calm, fatigue, alertness) as well as their desire and Affect dynamics . Self-efficacy . Compassion . Diary study . capability to regulate these affective states. In addition, partic- Experience sampling . Ecological momentary assessment . ipants provided weekly responses regarding five specific reg- Multilevel analysis ulatory strategies. Analysis of day-to-day trajectories of affec- tive experience showed a decrease in anxiety and increase in calmness. Day-to-day trajectories of affect regulation demon- One commonly cited definition of compassion is a Bfeeling strated that participants were more likely to choose to accept that arises in witnessing another’s suffering and that motivates and thus not influence or modulate affective experience (as a subsequent desire to help^ (Goetz et al.
    [Show full text]