A kvázi- és általánosított hiperbolikus diszkontálás hosszú távon (Quasi- and Generalized Hyperbolic Discounting in Long Term)

Az intertemporális döntések fontos szerepet játszanak a közgazdasági modellezésben, és azt írják le, hogy milyen átváltást alkalmazunk két különböző időpont között. A közgazdasági modellezésben az exponenciális diszkontálás a legelterjedtebb, annak ellenére, hogy az empirikus vizsgálatok alapján gyenge a magyarázó ereje. A gazdaságpszichológiában elterjedt általánosított hiperbolikus diszkontálás viszont nagyon nehezen alkalmazható közgazdasági modellezési célra. Így tudott gyorsan elterjedni a kvázi-hiperbolikus diszkontálási modell, amelyik úgy ragadja meg a főbb pszichológiai jelenségeket, hogy kezelhető marad a modellezés során. A cikkben azt állítjuk, hogy hibás az a megközelítés, hogy hosszú távú döntések esetén, főleg sorozatok esetén helyettesíthető a két hiperbolikus diszkontálás egymással. Így a hosszú távú kérdéseknél érdemes felülvizsgálni a kvázi-hiperbolikus diszkontálással kapott eredményeket, ha azok az általánosított hiperbolikus diszkontálási modellel való helyettesíthetőséget feltételezték. ____ Intertemporal choice is one of the crucial questions in economic modeling and it describes decisions which require trade-offs among outcomes occurring in different points in time. In economic modeling the exponential discounting is the most well known, however it has weak validity in empirical studies. Although according to psychologists generalized hyperbolic discounting has the strongest descriptive validity it is very complex and hard to use in economic models. In response to this challenge quasi-hyperbolic discounting was proposed. It has the most important properties of generalized hyperbolic discounting while tractability remains in analytical modeling. Therefore it is common to substitute generalized hyperbolic discounting with quasi-hyperbolic discounting. This paper argues that the substitution of these two models leads to different conclusions in long term decisions especially in the case of series; hence all the models that use quasi-hyperbolic discounting for long term decisions should be revised if they states that generalized hyperbolic discounting model would have the same conclusion.

Comparison of Explicit and Implicit Methods of Cross-Cultural Learning in an International Classroom

The paper addresses a gap in the literature concerning the difference between enhanced and not enhanced cross-cultural learning in an international classroom. The objective of the described research was to clarify if the environment of international classrooms could enhance cross-cultural competences significantly enough or if additional focus on cross-cultural learning as an explicit objective of learning activities would add substantially to the experience. The research question was defined as “how can a specific exercise focused on cross-cultural learning enhance the cross-cultural skills of university students in an international classroom?”. Surveys were conducted among interna- tional students in three leading Central-European Universities in Lithuania, Poland and Hungary to measure the increase of their cross-cultural competences. The Lithuanian and Polish classes were composed of international students and concentrated on International Management/Business topics (explicit method). The Hungarian survey was done in a general business class that just happened to be international in its composition (implicit method). Overall, our findings prove that the implicit method resulted in comparable, somewhat even stronger effectiveness than the explicit method. The study method included the analyses of students’ individual increases in each study dimension and construction of a compound measure to note the overall results. Our findings confirm the power of the international classroom as a stimulating environment for latent cross-cultural learning even without specific exercises focused on cross-cultural learning itself. However, the specific exercise did induce additional learning, especially related to cross-cultural awareness and communication with representatives of other cultures, even though the extent of that learning may be interpreted as underwhelming. The main conclusion from the study is that the diversity of the students engaged in a project provided an environment that supported cross-cultural learning, even without specific culture-focused reflections or exercises.