Guía docente de Economía del Comportamiento (M56/56/1/23)

• Economic models to try to explain the anomalies that continue to challenge standard economic analysis.
• Study of the general models of neoclassical style, but relaxing the conventional assumption based on the strong hypothesis of unlimited rationality.
• Generalized models are developed allowing more common behavior patterns and more related to the complexity of human behavior.

• A minimal knowledge on Microeconomics and Game Theory is required. Students should be also familiar with basic fundamentals on Statistical Inference at B.A. level.

• Recognize the importance of behavioral biases and its effects on decision making.
• Identify relevant problems in research in behavioral economics.
• Gather evidence (literature, empirical, theoretical, etc.) for empirical analysis.
• Modify theories and experiments to solve a newfangled problem.
• Design field experiments to solve a newfangled problem.
• Identify the relevant conclusions.

• Theories and evidence related to the psychology of economic decision making.
• Methods of experimental economics.
• Topics to be covered include:
  • cognitive biases,
  • alternatives to expected utility theory,
  • social preferences,
  • social network analysis.
• Apply all the different steps in the process of making an experiment:
  • design,
  • implementation,
  • analysis of the results.

• Practices (exercises, reviews of articles or cases studies) related to the different theoretical topics of the course.

• Judgment in Managerial Decision Making, Max H. Bazerman and Don A. Moore, Wiley October 2012
• The Handbook of Experimental Economics, John Kagel and Alvin E. Roth, editors, Princeton University Press, 1995.
• Behavioral Game Theory: Experiments in Strategic Interaction, Colin Camerer, Princeton University Press, April 2003.
• Advances in Behavioral Economics, Colin F. Camerer, George Loewenstein, Matthew Rabin, editors, Princeton University Press, February 2004.

• Social and economic networks. Matthew O. Jackson, Princeton university press, 2008.
• For specific topics: material (research papers, slides, notes) will be provided to students.

• https://www.youtube.com/user/gametheoryonline

• Article 17 of the UGR Assessment Policy and Regulations establishes that the ordinary assessment session (convocatoria ordinaria) will preferably be based on the continuous assessment of students, except for those who have been granted the right to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account. 
• With the purpose of assessing the acquisition of the contents and competencies to develop in the subject, the following assessment procedure will be used, continuous assessment being optional:
  • Class attendance (10%). Computed as the percentage of the sessions the student assist. Active participation in discussion sessions and the degree of interest of the interventions will be assessed. Seminars specific to this subject, if any, are compulsory.
  • Problem sets (10%). Students will have to solve 2/3 problem sets during the course. 
  • Presentation of a paper or field intervention (30%). It will be necessary to make a presentation of a paper or field intervention per student. To encourage critical thinking, students are also expected to discuss the paper presented by their peers.
  • Exam (50%). Multiple choice exam of the topics covered in class.

• Article 19 of the UGR Assessment Policy and Regulations establishes that students who have not passed a course in the ordinary assessment session (convocatoria ordinaria) will have access to an extraordinary assessment session (convocatoria extraordinaria). All students may take part in this extraordinary assessment session, regardless of whether or not they have followed continuous assessment activities. In this way, students who have not carried out continuous assessment activities will have the opportunity to obtain 100% of their mark by means of an exam and/or assignment.
• Date of the extraordinary exam will be fixed at least 15 days before the exam. The grade of this exam will be computed as follows:
  • A presentation of a paper or field intervention (30%).
  • Exam (70%). Multiple choice exam of the topics covered in class.

• Article 8 of the UGR Assessment Policy and Regulations establishes that students who are unable to follow continuous assessment methods due to justifiable reasons shall have recourse to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account. In order to opt for a single final assessment (evaluación única final), students must send a request, using the corresponding online procedure, to the coordinator of the master’s programme, in the first two weeks of the course or in the two weeks following their enrolment (if the enrolment has taken place after the classes have already begun). The coordinator will communicate this information to the relevant teaching staff members, citing and verifying the reasons why the student is unable to follow the continuous assessment system.
• The single final assessment is obtained as 100% of the grade through an assessment of the same type as the extraordinary exam described in the previous section.

INCLUSION and DIVERSITY. In the case of students with disabilities or other specific educational support needs (NEAE), the tutoring system will be adapted to these needs, following the recommendations of the inclusion area at the University of Granada. Departments and centers will establish appropriate measures to ensure that tutorials take place in accessible locations. Additionally, at the request of faculty, support can be requested from the competent unit at UGR for special methodological adaptations.