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on Neuroeconomics |
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Issue of 2013‒02‒08
four papers chosen by |
| By: | Berca, Monica Diana |
| Abstract: | Marketing research methods continuously develop and over the last decade technology offered solutions to improve this area. Traditional marketing research methods fail at some point in certain cases, and since emotions are mediators of how consumers process marketing messages, understanding of cognitive responses to advertisements have always been a challenge in methodology. Neuromarketing is the branch of neuroscience research that aims to better understand the consumer through his unconscious processes and has application in marketing, explaining consumer's preferences, motivations and expectations, predicting his behavior and evaluating successes or failures of advertising messages. In this context, this study aims to analyze relatively new alternative techniques in neuromarketing research, from quantitative and qualitative perspectives. After presenting the common space between quantitative research and neuromarketing research, respectively between qualitative research and neuromarketing research, the study will conclude on whether neuromarketing research is closer to a quantitative approach, or to a qualitative one. |
| Keywords: | neuromarketing; quantitative research; qualitative research; marketing research |
| JEL: | M31 M30 D87 |
| Date: | 2013–02–02 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:44134&r=neu |
| By: | Giovanna Devetag; Sibilla Di Guida; Luca Polonio |
| Abstract: | We analyze subjects’ eye movements while they make decisions in a series of one-shot games. The majority of them perform a partial and selective analysis of the payoff matrix, often ignoring the payoffs of the opponent and/or paying attention only to specific cells. Our results suggest that subjects apply boundedly rational decision heuristics that involve best responding to a simplification of the decision problem, obtained either by ignoring the other players’ motivations or by considering them only for a subset of outcomes. Finally, we find a correlation between types of eye movements observed and choices in the games. |
| Keywords: | one-shot games; eye-tracking; similarity; categorization; focal points; experimental economics; individual behavior; behavioral economics |
| JEL: | C72 C91 D01 D83 |
| Date: | 2013–01 |
| URL: | http://d.repec.org/n?u=RePEc:eca:wpaper:2013/138438&r=neu |
| By: | Bas ter Weel; Lex Borghans (Maastricht University)............ Huub Meijers (Maastricht University) |
| Abstract: | This research provides an economic model of the way people behave during an IQ test. We distinguish a technology that describes how time investment improves performance from preferences that determine how much time people invest in each question. We disentangle these two elements empirically using data from a laboratory experiment. The main findings is that both intrinsic (questions that people like to work on) and extrinsic motivation (incentive payments) increase time investments and as a result performance. The presence of incentive payments seems to be more important than the size of the reward. Intrinsic and extrinsic motivation turn out to be complements. |
| JEL: | J20 J24 |
| Date: | 2013–01 |
| URL: | http://d.repec.org/n?u=RePEc:cpb:discus:231&r=neu |
| By: | Jay Stewart (U.S. Bureau of Labor Statistics) |
| Abstract: | School-age children need 10-11 hours of sleep per night. It has been well-documented that lack of sleep leads to diminished cognitive performance and that people who sleep less are more likely to be overweight or obese. I use data from the American Time Use Survey (ATUS) to examine two factors that can potentially influence the amount of time children sleep: school and maternal employment. I find that school-age children sleep less when school is in session than during the summer, and that they get less sleep on school nights than on non-school nights. Children go to bed about 38 minutes earlier on school nights, but wake up about 72 minutes earlier on school days. This translates into about 34 minutes less sleep on school nights compared with non-school nights, and implies that these children have a cumulative sleep deficit of over two-and-a-half hours by the time they arrive at school Friday morning. In addition to the lost sleep time, the earlier wake-up times on school days appear to disrupt children’s natural sleep cycles. Maternal employment affects children’s sleep time in the summer, because children wake up earlier on days that their mothers work. But during the school year, maternal employment effects are dominated by school effects. |
| Keywords: | Sleep; school start times; maternal employment; time use; |
| JEL: | J22 |
| Date: | 2013–01 |
| URL: | http://d.repec.org/n?u=RePEc:bls:wpaper:ec130010&r=neu |