摘要翻译：
我们测试那些对自己的能力有错误信念的人，当他们不能分别识别他们的能力、行为和参数对他们输出的影响时，他们是如何学习一个外部参数（“基本”）的。海德休斯等人。（2018）认为，学习使过度自信的人变得更糟，因为他们对根本的信念变得不太准确，导致他们采取更糟糕的行动。在我们的实验中，受试者参加错误标记的测试，我们测量他们是如何随着时间的推移学习标记的准确性的。过度自信的受试者投入更少的努力，他们对标记准确性的信念随着他们的学习而变得更糟。在实验中，对正确答案被标记为正确的比例的信念下降了0.05。我们在不自信的受试者中没有发现效果。
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英文标题：
《How Do Expectations Affect Learning About Fundamentals? Some
  Experimental Evidence》
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作者：
Kieran Marray (1 and 2), Nikhil Krishna (3), and Jarel Tang (4) ((1)
  Tinbergen Institute, (2) Institute for New Economic Thinking at the Oxford
  Martin School, University of Oxford, (3) Trinity College, University of
  Oxford, (4) The Queen's College, University of Oxford)
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最新提交年份：
2021
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分类信息：

一级分类：Economics        经济学
二级分类：General Economics        一般经济学
分类描述：General methodological, applied, and empirical contributions to economics.
对经济学的一般方法、应用和经验贡献。
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一级分类：Quantitative Finance        数量金融学
二级分类：Economics        经济学
分类描述：q-fin.EC is an alias for econ.GN. Economics, including micro and macro economics, international economics, theory of the firm, labor economics, and other economic topics outside finance
q-fin.ec是econ.gn的别名。经济学，包括微观和宏观经济学、国际经济学、企业理论、劳动经济学和其他金融以外的经济专题
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英文摘要：
  We test how individuals with incorrect beliefs about their ability learn about an external parameter (`fundamental') when they cannot separately identify the effects of their ability, actions, and the parameter on their output. Heidhues et al. (2018) argue that learning makes overconfident individuals worse off as their beliefs about the fundamental get less accurate, causing them to take worse actions. In our experiment, subjects take incorrectly-marked tests, and we measure how they learn about the marker's accuracy over time. Overconfident subjects put in less effort, and their beliefs about the marker's accuracy got worse, as they learnt. Beliefs about the proportion of correct answers marked as correct fell by 0.05 over the experiment. We find no effect in underconfident subjects.
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PDF链接：
https://arxiv.org/pdf/2002.07229