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Cailin O'Connor, Justin Bruner
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Academics and other researchers regularly engage in strategic interactions---bargaining, cooperation, collaboration, etc. Given this strategic setting, we ask: how do the dynamics of social learning in epistemic communities influence outcomes of various actors? We focus, in particular, on minority groups in academia. As we show, evolutionary game theoretic models indicate that such actors may be disadvantaged through social learning. These dynamics, in turn, can impact the course of scientific inquiry and theory change by preventing the diversification of epistemic communities.

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