Oct 06, 2022
ECON 383 - Game-Theoretic Reasoning: The Science of Interactive Behavior
Units: 3 ; Breadth Area: GE-UDB
This course introduces students to game theory as a tool for modeling strategic interaction mathematically. It covers static and dynamic games, finite and infinitely repeated, in the context of a variety of applications.
Strongly Recommended Preparation: Upper division status (greater than 60 earned semester units) and completion of lower division Areas B1-B3.
Prerequisites: Completion of GE Areas A1, A2, A3 and B4 with grade C- (CR) or better; ECON 200 and, either MATH 110 or MATH 130 or MATH 180.
Credit Restrictions: Not for major credit.
Possible Instructional Methods: Entirely On-ground.
Grading: A-F grading only.
Breadth Area(s) Satisfied: GE-UDB - Upper Division Science Inquiry and Quantitative Reasoning
Course Typically Offered: Variable Intermittently
Student Learning Outcomes - Upon successful completion of this course students will be able to:
- Identify strategic situations in different contexts that are suitable for game-theoretic analysis;
- Formulate the basic ingredients of a game-theoretic model, including players, strategies, payoffs, and information;
- Compute equilibria in pure and mixed strategies;
- Analyze interactive decision-making and behavior, using game theory, in applications from various disciplines.
UD-B. Upper-division Science Inquiry and Quantitative Reasoning Learning Outcomes
- demonstrate advanced and/or focused science or quantitative content knowledge in a specific scientific field, using appropriate vocabulary and referencing appropriate concepts (such as models, uncertainties, hypotheses, theories, and technologies);
- apply advanced quantitative skills (such as statistics, algebraic solutions, interpretation of graphical data) to scientific problems and evaluate scientific claims;
- demonstrate understanding of the nature of science and scientific inquiry and the experimental and empirical methodologies used in science to investigate a scientific question or issue; and
- apply science content knowledge to contemporary scientific issues (e.g., global warming) and technologies (e.g., cloning), where appropriate.
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