siiky
2024/10/08
2024/10/08
2024/10/08
whitepaper,philosophy
If players of games realize that other players may need to learn game structures and equilibria from experience, this gives them reason to take account of what happens off the equilibrium paths of extensive-form games. Of course, if a player fears that other players have not learned equilibrium, this may well remove her incentive to play an equilibrium strategy herself. This raises a set of deep problems about social learning (Fudenberg and Levine 1998).
Learning of equilibria may take various forms for different agents and for games of differing levels of complexity and risk. Incorporating it into game-theoretic models of interactions thus introduces an extensive new set of technicalities. For the most fully developed general theory, the reader is referred to Fudenberg and Levine (1998); the same authors provide a non-technical overview of the issues in Fudenberg and Levine (2016). A first important distinction is between learning specific parameters between rounds of a repeated game (see Section 4) with common players, and learning about general strategic expectations across different games.