Neutraligon wrote:Galloism wrote:I predicted we would get out of the gate with people deliberately trying to play the system for money instead of actually bidding for what they want.
And we did see a few, meaning that there actual valuation of going outside is not being measured.... Although, it could be claimed that they value making money more (duh). Still it doesn't show their actual opinion on going outside which is what Xero's system was supposed to do.
Coasianism isn't supposed to be perfect, it's supposed to show us more valuation information than voting does.
Political scientists have long hoped to find an “invisible hand” in politics comparable to the one that Adam Smith described in economics. Voter ignorance wouldn’t matter much if a democracy were able to weave individual votes into collective political wisdom, the way a market weaves the self-interested buy-and-sell decisions of individual actors into a prudent collective allocation of resources. - Caleb Crain, The Case Against Democracy
Spending is how resources are prudently/efficiently allocated. This is because spending is weighted according to preference intensity.
In the voting class... 16 students voted to have class outside. Voting allowed them to communicate their preference. But should we assume that they all equally preferred having class outside? Of course not. They did not all equally prefer having class outside. Voting just showed us the tip of the iceberg.
With the two coasianism classes, because voting was replaced with spending, we can see the rest of the iceberg. We can clearly see that the students did not equally prefer having class outside. The efficient allocation of the students (inside vs outside) depends on seeing the entire iceberg... not just the tip of it.
Yes, there were a few cheaters... and so the shape of the information iceberg wasn't 100% correct/accurate. And it's not ideal... but it is better than democracy.
Will there be more cheaters next time? One of the cheaters was willing to spend 5 cents. He didn't end up having to spend that 5 cents. Instead, he received 8 cents. It's hard to see 8 cents being a substantial incentive. And what we can't see is how much this student benefited or was harmed by having class outside. If he hated having class outside, then he actually suffered a loss. His compensation was 8 cents for an option that cost him a dollar. If he enjoyed having class outside, then his cheating paid off in a very small way. He got to have his cake and eat it too.
The students did not equally enjoy having class outside. These enjoyment disparities will be incorporated into their spending decisions the next time they use coasianism to decide whether to have class inside or outside.








