Ülo Ennuste Economics

papers and articles in wordpress

NB! artikleid

Üksikuid värskemaid teaduspõhiseid vähemformaliseeritud artikleid mis võiks olla õpetlikud sotsiaalse kooperatiivse käitumise kaasustes:

A)    Ekins, W.G., Caceda, R., Capra, C.M., Berns, G.S., You Can’t Gamble on Others: Dissociable Systems for Strategic Uncertainty and Risk in the Brain, Journal of Economic Behavior and Organization (2013 accepted manuscript) http://dx.doi.org/10.1016/j.jebo.2013.07.006


This paper tests whether strategic uncertainty employs circuits in the brain that encode

risk and utility, or circuits that are involved in Theory of Mind (ToM). We compare participants’

decisions in a stag-hunt game with an equivalent choice between Bernoulli lotteries where the

probabilities are equal to the mixed Nash equilibrium of the stag hunt game. Behavioral data

suggests that most participants are more willing to choose the payoff-dominant option in a staghunt game than the equivalent lottery. Neuroimaging shows that activations in the regions of the brain commonly associated with ToM are correlated with a participant’s propensity to choose

payoff dominant. This suggests that individuals who mentalize the other person are more likely

to be cooperative than those who do not.)

B)      PETER J. BOETTKE, CHRISTOPHER J. COYNE and PETER T. LEESON (2013). Comparative historical political economy. Journal of Institutional Economics, 9, pp 285-301.

C)      HUGO J. FARIA, DANIEL R. MORALES, NATASHA PINEDA and HUGO M. MONTESINOS (2012) Can capitalism restrain public perceived corruption? Some evidence, Journal of Institutonal Economics, 8, pp 511-535.


A growing body of evidence documents a vast array of economic and social ill-effects of public perceived corruption. These findings and the scant evidence of recent success in the fight against corruption beg the question: how to abate it? We document the existence of a negative, statistically significant and quantitatively large impact of economic freedom (our proxy for institutions of capitalism, markets and competition) on public corruption. This negative response of corruption to economic freedom holds after allowing for non-linearities interacting economic freedom and political rights, endowments, legal families, ethnicity and for robust determinants of corruption uncovered by Daniel Treisman [‘What Have We Learned About the Causes of Corruption From Ten Years of Cross-National Empirical Research?’, Annual Review of Political Science10: 211–244], such as income, democracy, freedom of the press and fuel exports. Thus, this paper helps to explain why high-income prosperous countries exhibit low levels of public perceived corruption, and why honesty is a normal good.)

A)     PS – aktuaalne on parajasti ka Forrester’i 1998 üks loeng näitamaks Forrester’i enda teoreetilist dünaamilisust: aineliste süsteemide dünaamika imiteerimiselt kuni sotsiaalsete süsteemide küberneetiliste mehhanismide disainimisele:


Jay W. Forrester (1998) Designing the Future. Universidad de Sevilla Sevilla, Spain, December 15, 1998, Copyright © 1998 by Jay W. Forrester, Permission granted for copying and electronic distribution for non-commercial educational purposes.


Loengu lõpulõik:


„ …. The Profession of Social System Design

Social-system design will become a recognized profession. It will require the

same kind of intensive education that is necessary in other professions. Only

fragments of a system-designer education now exist. Teaching materials are

available for no more than a two-year sequence in system dynamics. Many

academic levels now teach system dynamics—in precollege schools, in

undergraduate programs, and in graduate schools. However, the different

educational levels all start with students as beginners. The programs are not

cumulative. Education in the behavior of social systems is now at about the same

point of development as was education in medicine and engineering a hundred years


Social system design presents a major challenge to the educational

establishment. Precollege schools from kindergarten through age seventeen are

now pioneering the use of system dynamics as a foundation under most subjects.

Teachers and students are building simulation models of environmental, family, city,

and political systems. English teachers are experimenting with simulation of plots in

literature. Students are fascinated with the insights gained by modeling

psychological dynamics as in Shakespeare’s “Hamlet.”

After observing progress in learning about systems in kindergarten through

high school, many of us believe that everything now known in the field of system

dynamics can be learned by age 14. If all that we now know about systems can be learned before high school, we lack material for the four years of high school, and the four years of undergraduate education, and three years of graduate study. We must create at least eleven years more of educational materials before we can claim to have a curriculum for training social-system designers.

During the past century, the frontier of human advancement has been the

exploration of science and technology. Science and technology are no longer

frontiers, they have receded into the fabric of everyday activity. I believe that we

are now embarking on the next great frontier, which will lead to a far better understanding of social and economic systems.“


August 5, 2013 - Posted by | Uncategorized

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