Transparency and cooperation in repeated dilemma games: a meta study (Experimental Economics, Vol. 20, Issue 4, pages 755-771, 2017)

with Sigrid Suetens
Abstract: We use data from experiments on finitely repeated dilemma games with fixed matching to investigate the effect of different types of information on cooperation. The data come from 71 studies using the voluntary contributions paradigm, covering 122 data points, and from 18 studies on decision-making in oligopoly, covering another 50 data points. We find similar effects in the two sets of experimental games. We find that transparency about what everyone in a group earns reduces contributions to the public good, as well as the degree of collusion in oligopoly markets. In contrast, transparency about choices tends to lead to an increase in contributions and collusion, although the size of this effect varies somewhat between the two settings. Our results are potentially useful for policy making, because they provide guidance on the type of information to target in order to stimulate or limit cooperation.

If you have trouble downloading the data, you can also access it through Dataverse.


Charitable Giving, Emotions, and the Default Effect (Economic Inquiry, Vol. 55, Issue 4, pages 1792–1812, 2017)

with Charles Noussair
Abstract: We report an experiment to study the effect of defaults on charitable giving. In three different treatments, participants face varying default levels of donation. In three other treatments that are paired with the first three, they receive the same defaults, but are informed that defaults are thought to have an effect on their donation decisions. The emotional state of all individuals is monitored throughout the sessions using Facereading software, and some participants are required to report their emotional state after the donation decision. We find that the default level has no effect on donations, and informing individuals of the possible impact of defaults also has no effect. The decision to donate is independent of prior emotional state, unless specific subgroups of participants are considered. Donors experience a negative change in the valence of their emotional state subsequent to donating, when valence is measured with Facereading software. This contrasts with the selfreport data, in which donating correlates with a more positive reported subsequent emotional state.





Using Experimental Evidence to Design Optimal Notice and Takedown Process

with Martin Husovec
Abstract: We re-create the existing problem of copyright over-enforcement within the current notice & takedown system in a laboratory, and test a mechanism to address both the overcompliance of providers with notice & takedown, and the insufficient response of users of the platform.
[project in extensions development phase]


Can You Fight Fake News with Reason? Evidence from a Field Experiment

in collaboration with the Czech Debate Society, and SCIO company. Pre-registered at the AEA RCT Registry under the number AEARCTR-0001965.
Abstract: I study the introduction of a compulsory argumentation and debate program into high school curricula. I measure the impact of the program on critical thinking, and specifically on the students' ability to recognize a fake article and pinpoint parts that require fact-checking.
[project in data analysis phase]

In media:

  • Die Welt: So wollen Top-Ökonomen die Welt verbessern. (link) [in German]

  • Lindau Nobel Laureate Meetings 2017: The Press Talk. (info, article [in German], article [in English], photo)
    Photo credit: Julia Nimke/Lindau Nobel Laureate Meetings


  • Young Researcher ASFEE 2019 Prize for the best experimental poster (2019)


Role Models and Competitiveness: Evidence from Lab and Field

I show that women who were exposed to competitive female role models are more eager to participate in a competition. Replicating past research, I find that women are less likely to compete even in a situation when they perform equally well as men, and that women who do compete do not select based on their past performance. My treatment introduces different male and/or female role models into high school classrooms, and I show that females respond strongly to female role models: each workshop with a female role model in a competitive environment increases the rate at which women enter a competition by over four percentage points. In contrast, there is no effect of female role models on men, and no effect of male role models on either gender. I supplement these results by survey evidence, studying which channel is responsible for this effect. However, none of my proposed channels seems to explain the results.
[project in lab design phase]


The Impact of a Personal Development Plan Program on Students's Skills, Performance and Behaviour. Evidence from a Randomized Evaluation

with P. DaltonE. v.d. Heijden, and D. v. Soest
[project in implementation phase]


SSRN author page: here
ORCID account: here