Non-Cooperative Game Theory

We propose a model of retail promotions for competitive distribution channels and investigate whether cooperative advertising programs are profitable for such channels. While previous studies showed that coop programs increase total channel profits in bilateral monopolies, no evidence of such a result has been provided for channels where competition is present at the manufacturing and the retailing levels. In this paper, we consider a distribution channel formed by two manufacturers and two retailers and propose a model that accounts for brand and store substitution effects generated by the retailer's promotional efforts. The efficiency of the coop plan is investigated by comparing equilibria of four non-cooperative games; one where manufacturers do not offer any promotional support to the retailers, one where manufacturers do offer such a support and two scenarios where in turn only one manufacturer is offering such program. We show that when competition is introduced, coop ad programs may be due to a prisonner's dilemma situation for the manufacturers. The benefit for retailers and consumers is also assessed.

This article has two broad objectives: (a) It reviews the theoretical and practical literature on the use of games to facilitate social and emotional learning (SEL). (b) Based on this review, it argues that games are a powerful way of developing social and emotional learning in young people. In addition, we draw on our collective experience as educational psychologists to identify effective practice when using games to teach SEL. The social and emotional skills needed to play successfully with others are those needed to succeed at work and in adult life. Prosocial skills involve regulating negative emotions, taking turns and sharing, support orientations to others that are fair, just, and respectful. The natural affiliation between children, play, and the desire to have fun with others makes games an ideal vehicle for teaching SEL. Circle Time games are used to support universal programs for teaching SEL to whole classes. Therapeutic board games provide an effective intervention for young people who have been targeted for further guided practice in small group settings. Verbatim quotations from students and teachers demonstrate ways in which SEL has generalized to real-life situations. The role of facilitator is crucial to the success of this approach, both in modeling appropriate skills and making the learning connections for students. In this article, facilitation and debriefing are deconstructed and the value of collaborative, rather than competitive, aspects of games highlighted.

We introduce here a family of mixed coalitional values. They extend the binomial semivalues to games endowed with a coalition structure, satisfy the property of symmetry in the quotient game and the quotient game property, generalize the symmetric coalitional Banzhaf value introduced by Alonso and Fiestras and link and merge the Shapley value and the binomial semivalues. A computational procedure in terms of the multilinear extension of the original game is also provided and an application to political science is sketched.