グループの動作
At the end of this lab, students should know...
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Q1: What materials do you need to set up the hawk-dove game for a class?
Create two opaque cards per student labeled 'hawk' and 'dove' with no visible differences between them. Gather small colored beads—20 per student in two different colors for each class half. Print the partner recording table, multiple partner recording table, cheating and cooperation tables, and cost benefit table so all students can reference them during activities.
Q2: How should you arrange the classroom for the hawk-dove game exercise?
Arrange students in either two concentric circles or two parallel lines with equal numbers in each line so partners sit directly across from each other. This setup allows students to interact as paired opponents throughout the trading exercise, facilitating the game mechanics and data collection.
Q3: Why should the hawk and dove cards be opaque with no obvious differences?
Opaque cards with no visible differences prevent students from identifying which card is hawk or dove before the game begins. This ensures players cannot bias their strategy based on card appearance, maintaining the integrity of the exercise and allowing fair comparison of cooperative versus aggressive behavioral outcomes.
Q4: What role do the colored beads play in the hawk-dove game?
Colored beads serve as tokens representing resources or payoffs earned during the game. Each student receives 20 beads in their assigned color, and beads are exchanged or accumulated based on game outcomes, providing a tangible way to track and record the costs and benefits of hawk versus dove strategies.
Q5: What tables should students have access to during the hawk-dove exercise?
Students need access to the cost benefit table throughout the activity to understand payoff values. They also use the partner recording table to track single-partner interactions, the multiple partner recording table for multi-round data, and the cheating and cooperation tables to analyze behavioral patterns and strategic outcomes.
Q6: How does the classroom seating arrangement support data collection in the game?
Positioning students in two parallel lines or concentric circles with partners facing each other enables efficient round-robin interactions and systematic data recording. This arrangement allows instructors to monitor all partnerships simultaneously and ensures students can easily record outcomes on their tables after each trading round.
Q7: Why is it important that each class half receives different colored beads?
Different colored beads for each class half allow clear visual distinction between the two groups during trading and data analysis. This color coding simplifies tracking which students belong to which group, facilitates accurate recording of exchanges, and helps students understand group-level patterns in cooperation and conflict.