We consider two players each of whom attempts to predict the behavior of the other, using no more than the history of earlier predictions. Behaviors are limited to a pair of options, conventionally denoted by 0, 1. Such players face the problem of learning to coordinate choices The present paper formulates their situation recursion theoretically, and investigates the prospects for success. A pair of players build up a matrix with two rows and infinitely many columns, and are said to ``learn'' each other if cofinitely many of the columns show the same number in both rows (either 0 or 1). Among other results we prove that there are two collections of players that force all other players to choose their camp. Each collection is composed of players that learn everyone else in the same collection, but no player that learns all members of one collection learns any member of the other.

Montagna, F., & Osherson, D. (1999). Learning to coordinate: a recursion-theoretic perspective. SYNTHESE, 118(3), 363-382 [10.1023/A:1005182121401].

Learning to coordinate: a recursion-theoretic perspective

MONTAGNA, FRANCO;
1999

Abstract

We consider two players each of whom attempts to predict the behavior of the other, using no more than the history of earlier predictions. Behaviors are limited to a pair of options, conventionally denoted by 0, 1. Such players face the problem of learning to coordinate choices The present paper formulates their situation recursion theoretically, and investigates the prospects for success. A pair of players build up a matrix with two rows and infinitely many columns, and are said to ``learn'' each other if cofinitely many of the columns show the same number in both rows (either 0 or 1). Among other results we prove that there are two collections of players that force all other players to choose their camp. Each collection is composed of players that learn everyone else in the same collection, but no player that learns all members of one collection learns any member of the other.
Montagna, F., & Osherson, D. (1999). Learning to coordinate: a recursion-theoretic perspective. SYNTHESE, 118(3), 363-382 [10.1023/A:1005182121401].
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11365/7156
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