7. Mixed Strategies
strategies翻译

strategies翻译strategies翻译是:战略; 对策; 策略( strategy的名词复数); 战略学; 例句a comprehensive strategy towards regional development针对区域性开发的综合战略a strategy for capturing a major market share.获主要市场份额的战略The nation's geopolitical strategy is yet uncharted.该国的地缘政治的策略还不被人所知The new strategy may not work out.新战略也许不会有令人满意的效果a counterforce strategy; counterforce weapons.打击军事力量战略;打击军事力量武器antigreenmail strategies; antigreenmail legislation.反绿票讹诈策略;反绿票讹诈法律the adaptation of teaching strategy to meet students' needs.修订教学方法以适应学生的需要。
we planned our strategies backstage.我们秘密地计划策略。
for the sake of clarity , each of these strategies is dealt with separately.为清晰起见,每条策略分别处理。
such an expensive strategy requires cool nerves.如此耗资巨大的计划只有胆识之士才能提出。
[as adj.]a general strategy for de novo protein design.蛋白质结构重新设计的总策略。
talk of ‘rhetoric’and ‘strategy’is impertinent to this process.谈"辩术"和"策略"跟这一过程毫不相干。
博弈论答案(Gametheoryanswer)

博弈论答案(Game theory answer)Game theory, exercises, reference answers (second assignments)First, the multiple-choice question1.B,2.C,3.A,4.A,5.B,6.ABCD7.C 8.B 9.CTwo, judge and explain the reason1.F best balance is an equilibrium more rigorous than the Nash equilibrium2.T best balance is an equilibrium more rigorous than the Nash equilibrium3.T game types are divided into single game, double game and multiplayer game according to the number of players in the gameUnder the condition that both sides of the 4.F game have different preferences, there may be 2 Nash equilibria in a game model, such as the sex war5.T zero sum game refers to the participation of all parties in the game, under strict competition, one side of revenue is equal to the other party's loss, the sum of gains and losses of the game is always zero, so there is no possibility of cooperation between the two sides6.T is strictly dominated equilibrium through the worstelimination method (excluding repeat decision) the dominant strategy, there is only one Nash equilibrium7.F Nash equilibrium is a collection of best policies, which means that in the case of a given strategy, the game side always chooses a relatively large strategy, and does not guarantee the outcome to be the best.In the 8.F game, people always choose their own strategies to maximize their interests and not aim at the change of the other's earnings9.T Nash equilibrium is a collection of best policies, which means that when given someone else's strategy, no one changes his strategy to reduce his earningsIn the 10.F game, people always choose their own strategies to maximize their interests and not aim at the change of the other's earningsIn the 11.F game, people always choose their own strategies to maximize their interests and not aim at the change of the other's earnings12.T although Berg Stagg model profit is less than the sum of the Cournot model, but the profit model of high Bigunuo leaderThree, calculation and analysis questions1, (1) draw A, B two enterprise profit and loss matrix.B enterpriseAdvertise without advertisingA enterprises advertise 20, 825, 2No advertising 10, 1230, 6(2) pure strategy Nash equilibrium.(advertising, advertising)2, draw two enterprise profit and loss matrix, seek Nash equilibrium.(1) draw the profit and loss matrix of A and B two enterprisesPepsi ColaOriginal price increaseCoca-Cola's original price is 10, 10100, -30Price increases -20, 30140, 35(2) seeking Nash equilibrium.Two: (the original price, the original price), (prices, prices)3, suppose the payoff matrix of a game is as follows:Methyl ethylLeft and rightOn a, B, C, DNext, e, F, G, H(1) if (on, left) is the best balance, then, a>, b>, g<, f>?Answer: a>e, b>d, f>h, g<c(2) what inequalities must be satisfied if (upper, left) is the Nash equilibrium?Answer: a>e, b>d4, answer: (1) this market is represented by the game of prisoner's dilemma.Northern AirlinesCooperative competitionXinhua Airlines cooperation 500000500000090000Competition 900000, 06000060000(2) explain why the equilibrium result may be that both companies choose competitive strategies.Answer: if Xinhua chooses "competition", then the north will choose "60000>0"; if Xinhua chooses "cooperation", the north will still choose "900000>500000".If the North chooses "competition", Xinhua will choose "60000>0"; if the North chooses "cooperation", Xinhua will still choose "900000>0".Because the competition is the dominant strategy of both sides, the equilibrium result is that both companies choose competitive strategy.5. The payoff matrix of the game is shown as follows:BLeft and rightA, a, B, C, DNext, e, F, G, H(1) if the (top, left) is the dominant policy equilibrium, what relation must be satisfied between a, B, C, D, e, F, G, and H?Answer: starting from the definition of dominant strategy equilibrium:For the one, the strategy "g" (a) is better than "C" (E);For B., the policy "left" (B, f) is superior to the policy"right" (D, H).So the conclusions are: a>e, b>d, f>h, c>g(2) if the (upper, left) is Nash equilibrium, what relation must be satisfied in (1)?Answer: Nash equilibrium only needs to meet: a>e, b>d,(3) if the (top, left) is the best balance, then is it necessarily a Nash equilibrium? Why?Answer: the equilibrium of dominant strategy must be Nash equilibrium, because the equilibrium condition of dominant strategy contains the condition of Nash equilibrium.(4) under what circumstances does the pure strategy Nash equilibrium exist?A: when each of these strategies does not satisfy the Nash equilibrium, the pure strategic Nash equilibrium does not exist.7, seek the Nash equilibrium.PigPress waitBig pigs press 5, 14, 4Wait 9, -1 0, 0The Nash equilibrium is: big pig, press, pig, etc., namely (press, etc.)6,BLow priceA low price of 10080050, 50High priced -20, -30 900600(1) what are the results of Nash equilibrium?Answer: (low price, low price), (high price, high price)(2) what is the result of the cooperation between the two firms?Answer: (high price, high price)8. The pure Nash equilibrium of the following games is obtained by using the reaction function method and the marking method.Participants 1 participants 2A, B, C, DingA, 2,3, 3,2, 3,4, 0,3B, 4,4, 5,2, 0,1, 1,2C, 3,1, 4,1, 1,4, 10,2D, 3,1, 4,1, -1,2, 10,1Participant 1's response function:R1 (2) =B, if 2 chooses a=B, if 2 chooses B.=A, if 2, choose C=C or D, if 2, choose DingParticipant 2's response function:R2 (1) = C, if 2, select A= a, if 2, select B= C, if 2, select C= C, if 2, select DFor the common set, the pure strategy Nash equilibrium is (B, a) and (A, c)9, the following game Nash equilibrium (including pure strategyand mixed strategy).Methyl ethylL RU 5,0 0,8D 2,6 4,5Solution: (1) pure strategy Nash equilibrium: we can see from the scratch method that there is no pure strategy Nash equilibrium in the matrix game.(2) mixed strategy Nash equilibriumThe probability of setting a "U" is P1, and the probability of "D" is 1-P1B. the probability of selecting "L" is P2, and the probability of "R" is 1-P2For a, the best policy is to choose "U" and "D" by a certain probability, so that the second choice of "L" and "R" is equal to the expected valueThat is, P1*0+ (1-P1), *6=, P1*8+ (1-P1), *5Xie P1=1/9That is, (1/9,8/9) Nash policy is chosen according to 1/9probability, U and 8/9 probability, and D is chosen as a mixed strategyFor B, the best strategy is to choose "L" and "R" by a certain probability, so that the second is equal to the expected value of "U" and "D"That is, P2*5+ (1-P2), *0=, P2*2+ (1-P2), *4Xie P2=4/7That is, (4/7,3/7) according to the probability of 4/7, "L", "3/7", "R" is chosen as "B", the mixed strategy Nash equilibrium10, answer the question according to the profit and loss matrix of two player game:Methyl ethylLeft and rightGo to 2,3 0,0Lower 0,0 4,2(1) write out all the strategies of the two men.Answer: all strategies: (upper, left), (upper, right), (lower, left), (lower, right)(2) find all the pure strategy Nash equilibrium of the game.A: by the scratch method, we can see that the matrix game is purely strategic and the Nash equilibrium is(upper, left) and (lower, right) two(3) the mixed strategy Nash equilibrium of the game is obtained.Solution: the probability of setting a "up" is P1, and the probability of selecting "down" is 1-P1B. the probability of "left" is P2, and the probability of "right" is 1-P2For a, the best strategy is to choose "upper" and "lower" according to a certain probability, so that the left and right of the second are equal to the expected valueThat is, P1*3+ (1-P1), *0=, P1*0+ (1-P1), *2Xie P1=2/5That is, (2/5,3/5) a mixed strategy Nash equilibrium based on the "2/5 probability", "upper", "3/5" probability, and "next"For b.,The best strategy is to choose "left" and "right" according to a certain probability, so that the candidate's "upper" and "lower" expectations are equalThat is, P2*2+ (1-P2), *0=, P2*0+ (1-P2), *4Xie P2=2/3That is, (2/3,1/3) Nash policy is chosen by the 2/3 probability "left" and "1/3", and the "right" is b11, an oligopoly market has two manufacturers, the total cost is 20 times the output of their own, the market demand letterThe number is Q=200-P.Answer: (1) if two manufacturers decide the output at the same time, how much is the output?(2) if the two firms reach an agreement to monopolize the market and arrange production together, what about their respective profits?(3) use the case to explain the prisoner's dilemma.Answer: (1) by the known conditions Q=200-P, P=200-QTC1=20q1, TC2=20q2, q1+q2=QThe profit functions obtained by 1,2 manufacturers are:K1=Pq1-TC1= (200- (q1+q2)) q1-20q1=180q1-q12-q1q2K2=Pq2-TC2= (200- (q1+q2)) q2-20q2=180q2-q22-q1q2The dK/dq1=0's 1 response function is 180-2Q1-Q2=0,The dK/dq2=0's 2 response function is 180-Q1-2Q2=0,The joint solution can be obtained by q1=q2=60K1=K2=3600(2) by the known condition Q=200-P, P=200-QTC=TC1+TC2=20q1+20q2 =20QThe total profit function of the 1,2 manufacturer is:K=PQ-TC= (200-Q) Q-20Q=180Q-Q2Order dK/dQ=0, Q=90, q1=q2=45K=PQ-TC= (200-Q) Q-20Q=180Q-Q2=8100K1=K2=4050(3) q1=45, q2=60 and q1=60, q2=45, respectively, into the profit function of 1,2 manufacturersThe profits of the 1,2 manufacturers are:K1 (q1=45, q2=60) =Pq1-TC1= (200- (q1+q2))q1-20q1=180q1-q12-q1q2=3375K1 (q1=60, q2=45) =Pq1-TC1= (200- (q1+q2))q1-20q1=180q1-q12-q1q2=4500K2 (q1=45, q2=60) =Pq2-TC2= (200- (q1+q2))q2-20q2=180q2-q22-q1q2=4500K1 (q1=60, q2=45) =Pq1-TC1= (200- (q1+q2))q1-20q1=180q1-q12-q1q2=3375Vendor 2Cooperation (q2=45), non cooperation (q2=60);Vendor 1 Cooperation (q1=45) 4050405033754500Non cooperative (q1=60) 4500337536003600According to the marking method, the best way for the manufacturer is 1.2 (non cooperation, non cooperation), that is, (36003600)The profits of both sides were lower than (cooperation, cooperation). (40504050) obviously it belonged to the prisoner's dilemma"13, consider the following (market deterrence) a dynamic game: first of all, the potential in a market entrants to choose whether or not to enter, and then on the market for enterprise (incumbent) is selected to compete with the new enterprise. The incumbent may have two types of gentle type (left) and cruel type (right), answer the following questions..Left: gentle right: cruel type(1) find the corresponding Nash equilibrium for two types of incumbent, and the sub game perfect Nash equilibrium(1) the Nash equilibrium of the gentle type of incumbent is (access, acquiescence)The Nash of the cruel type is balanced (not entering, entering, struggling)(2) when the existing enterprise is tender, at least how many times will the new enterprise be willing to enter?Four. Discussion questions1, explain the prisoner's Dilemma and explain the business case.(1) assumptions for example: two prisoners were accused of a crime is an accomplice. They were kept in separate cells, unable to communicate information. Prisoners are required to confess crimes. If two prisoners confess, each shall be sent to prison for 5 years; if two men do not confess, two prisoners may expect to be sent from prison to prison for 2 years; if a prisoner confesses, another prisoner does not confess,Frankly, the prisoner will only go to prison for 1 years, and the prisoner without confession will be sentenced to 10 yearsin prison.(2) the strategy matrix of prisoners' dilemma. Each prisoner has two strategies: to confess or not to confess. The numbers in the table represent the benefits of prisoner a and B.Prisoner BConfessPrisoner frank, -5, -5, -1, -10Don't confess, -10, -1, -2, -2(3) analysis: through the marking method, we can see that in the model of prisoner's dilemma, Nash equilibrium is that both sides confess". Given a frank case, the best strategy for B. is to confess; the optimal policy given by B. is also frank. And here both sides confess, not only is the Nash equilibrium, but also is a best balance, that is, regardless of how the other side of the choice, the individual's best choice is to confess. As a result, both sides confess.(4) business cases: oligopoly firms often find themselves ina prisoner's dilemma. When the oligarchic manufacturer chooses the output, every manufacturer can gain more profits if the oligopoly firms combine to form cartels and choose monopoly profits to maximize the output. But the cartel agreement is not a Nash equilibrium, because given both comply with the agreement, each firm to increase production, the result is that each vendor has only been Nash equilibrium yield profits, itis far less than the yield of profit under the cartel.2. Explain and discuss the Nash equilibrium of Cournot duopoly model. Why is balance a prisoner's dilemma?See class notesOr calculation questions eleventh3, use the game of thief and guard to explain the paradox of encouragement (regulation)".(1) assume the conditions for example: stealing and preventing theft is a game between thieves and guards. The guard can sleep or sleep. Thieves can take two tactics: stealing and stealing. If the thief knows that the guard is sleeping, his best bet is to steal. If the guard doesn't sleep, he'd better not steal. For the doorman, if he knows the thief wants to steal, his best choice is not to sleep, and if the thief take it without stealing, he'd better go to sleep.(2) the payment matrix of the thief and the doorman (assuming that the thief must have succeeded in stealing when the guard sleeps, and that the thief will be caught when the guard does not sleep.):GuardGo to bed without sleepThieves steal 1, -1 -2, 0Do not steal 0, 20, 0(3) analysis: through the marking method, we can see that there is no Nash equilibrium in this game. The thieves do not steal, do not sleep, neither gains nor loss; the guard did not sleep, the thief, because the job is not to reward, the thief was sentenced to 2 unit failure loss; guard sleeping, thieves do not steal, the sleeping happily get 2 utility unit, the thief did not return no loss of sleep; the guard, the thief, the guard was punished because of dereliction of duty and his failure in 1 units, 1 units of utility thieves to steal success.(4) "incentive (regulatory) paradox" shows: in reality, we can see that when the doorman without sleep, stealing a crackdown of the convergence of molecules; time, molecular theft began to make waves, the thief can not tolerate when too rampant, the guard had to begin again. The more the thief, so the guard will not sleep more, steal the thief less, not sleeping guard will be less; in turn, the more don't sleep, steal the thief less, do not sleep the less, the more the thief stole. If you steal group selection is out in force, so the guard all don't sleep, but the once all don't sleep, the best choice not to steal all the thief, the thief stole all the guard once chose not to, all the best choose to sleep.(5) conclusion: increasing penalties for thieves can not prevent theft in the long run (but only to make the guard lazy); Aggravating Punishment, dereliction of duty is just to reduce the probability of theft. This game of gatekeeper and thief reveals that the unexpected relationship between policyobjectives and policy outcomes is often called the paradox of motivation".。
中英情景喜剧中幽默策略的对比研究--以《老友记》和《爱情公寓》为例

国内图书分类号:H314国际图书分类号:802.0文学硕士学位论文中英情景喜剧中幽默策略的对比研究--以《老友记》和《爱情公寓》为例硕士研究生:徐净玉导师:王景惠教授申请学位:文学硕士学科、专业:外国语言学及应用语言学所在单位:外国语学院答辩日期:2012 年7 月 5 日授予学位单位:哈尔滨工业大学Classified Index: H314U.D.C.: 802.0Graduation Thesis for the M. A. DegreeA Comparative Study of Humor Strategiesin Chinese and English Sitcoms----A Case Study of Ipartment and FriendsCandidate: XU JingyuSupervisor: Prof. WANG JinghuiAcademic Degree Applied for: Master of ArtsSpecialty: Foreign Linguistics and Applied LinguisticsAffiliation: School of Foreign LanguagesDate of Oral Examination: July 1, 2012Degree Conferring Institution : Harbin Institute of TechnologyHarbin Institute of Technology Graduation Thesis for the MA Degree 哈尔滨工业大学硕士论文摘要情景喜剧中的幽默策略是近年来语言学领域的研究热点。
西方幽默研究主要关注三大传统幽默理论,语义脚本理论和言语幽默的一般理论。
中国学者则大多从语用学、认知语言学和修辞学角度,对情景喜剧、相声和脱口秀中的言语幽默进行文本分析。
Chapter08混合策略同时博弈II:非零和博弈

混合策略同时博弈II:非零和博弈 和III:一般性讨论 Simultaneous-Move Games with Mixed Strategies II: Non-Zero-Sum Games and III: General Discussion 第8章 Chapter 08混合策略同时博弈:非零和博弈 Simultaneous-Move Games with Mixed Strategies: Non-Zero-Sum Games 在非零和博弈中,参与者之间没有明显的利益 冲突,也就没有普遍的理由来对对手隐藏其利 益所在。
In non-zero-sum games, player do not have clearly conflicting interests and have no general reason to want to conceal their interests from others. 因此,迷惑对手就不一定有道理。
As a result, there is no general argument for keeping the other player guessing.Slide 2由于不确定的信念导致的混合策略 Mixing Sustained by Uncertain Beliefs不过,由于是同时博弈,参与者可能不得不持 有对对手行动的某种不确定性的信念,因而也 就不能确定地给出自己的最优行动。
However, Simultaneous play can still lead players to have uncertain beliefs about the actions of a rival player and therefore to be uncertain about their own best actions.Slide 3哈里和萨莉能否会面? Will Harry Meet Sally?SALLY Starbucks Starbucks HARRY Local Latte 0, 0 2, 2 1, 1 Local Latte 0, 0Slide 4哈里和萨莉能否会面? Will Harry Meet Sally?Sally’s Payoffs2Local LatteSally’s best-response1Starbucks0 2/3Harry’s p-mix1Slide 5哈里和萨莉能否会面? Will Harry Meet Sally?Sally’s 1 q-mix2/33 Nash EquilibriaHarry’s best response02/3Harry’s p-mixSlide 61Sally’s best response哈里和萨莉能否会面? Will Harry Meet Sally?混合策略均衡下每个人的期望收益为2/3,小于任何 一个纯策略均衡(2或1)。
learner strategies名词解释

learner strategies名词解释learner strategies是指学习者在学习活动中采用的规则、方法、技巧和调控方式,这些策略可以帮助学习者更好地理解、记忆和应用学习内容。
这些策略可能包括:1. 认知信息加工策略(Cognitive Information Processing Strategies):此类策略主要用于加工和处理学习内容,旨在提高学习者的认知能力和记忆力。
2. 积极学习策略(Active Learning Strategies):这类策略主要强调学习者的主动参与和合作学习,通过参与课堂讨论、合作学习和问题解决等活动来提高学习效果。
3. 元认知策略(Metacognitive Strategies):此类策略主要用于调节和监控学习者的学习过程,包括计划、监控和评估等方面,旨在帮助学习者更好地管理学习任务和时间。
4. 基本策略和辅助性策略(Basic Strategies and Supportive Strategies):丹瑟洛提出的基本策略和辅助性策略,旨在帮助学习者培养学习技能和思维方式,提高学习的效率和效果。
5. 自主学习策略(Autonomous Learning Strategies):自主学习策略是学习者能够自主安排学习任务、自我评估和改进学习的能力,对于提高学习成绩至关重要。
学习困难学生和学习优秀学生之间在自主学习策略的掌握和应用方面存在明显差异。
6. 学习动机(Learning Motivation):学习动机是影响学习策略掌握和运用的内部因素之一,它对学习策略的掌握和运用有重要影响。
7. 认知发展水平(Cognitive Development Level):认知发展水平是影响学习策略掌握和运用的内部因素之一,不同的认知发展水平可能会导致不同的学习策略选择。
8. 知识经验(Knowledge and Experience):知识经验是影响学习策略掌握和运用的内部因素之一,不同的知识经验可能会导致不同的学习策略选择。
混合的策略纳什均衡

流浪汉 寻找工作 流浪
救济 政府
不救济
2 3,
1 -1,
3 -1,
0 0,
虽这模型没有PNE,却有下述的MNE:参与人以一定的概率选择某种 策略,然后计算相应于不同概率的期望效用。
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设:政府救济的概率θ=1/2 ; 不救济的概率1-θ=1/2。 流浪汉寻找工作的期望效用: 1/2×2+1/2 ×1=1.5 流浪的期望效用: 1/2×3+1/2 ×0=1.5
✓ 每个参与人都想猜透对方的策略,而每个 参与人又不愿意让对方猜透自己的策略。
这种博弈的类型是什么?如何找到均衡?
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2. 混合策略、混合策略博弈和混合策略纳什均衡
• 策略:
– 参与人在给定信息集的情况下选择行动的规则,它规定参与人在 什么情况下选择什么行动,是参与人的“相机行动方案”。
E1(正面)=(-1)×r+1×(1-r)=1-2r 参与人1选取反面的期望效用为
E1(反面)=1×r+(-1)×(1-r)=2r-1
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参与人1的期望效用为 E1= E1(正面)×q + E1(反面)×(1- q ) =(1-2r)(2q-1)
类似地,得到参与人2的期望效用为
E2= E2(正面)×r + E2(反面)×(1- r ) =(1-2q)(2r-1)
参与人2
正面
反面
参与人1
正面 反面
-1, 1 1,-1
1,-1 -1, 1
由划线法可知,该博弈不存在纳什均衡。 所以采取纯策略不存在稳定的纳什均衡解。
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esl-strategies (3)

The following strategies are designed to enable ESL Learners to develop their English language skills in both social and academic contexts.Broad Classroom Strategies:Create an environment where learners feel secure and are prepared to take risksSupport and value learners’ languages and culturesBuild on the knowledge, skills and understandings that students bring to the learning contextBuild on the linguistic understandings students have of their own languageEncourage the use of the learners’ first language if the learner is literate in that languageUse themes and topics which are relevant to learners’ particular needsExpose learners to socio-cultural information which enables them to understand and participate in Australian culture and societyFocus on purposeful communicative activities which are comprehensible and appropriate to the learner’s age and needsGenerally teach the macro skills of listening, speaking, reading and writing in an integrated way, although at times there may be a need to focus on aparticular aspect of one eg pronunciation, listening to specific instructionsFocus on developing learners’ oral language skills for oral language development and to support writingSupport the learners’ language skills development through scaffolding the learners’ languageExplicitly teach new language (vocabulary, text types, grammar, sound knowledge, pronunciation, intonation) in the context of a theme or topicUse pair and group work and peer/cross age tutoring to maximise language interaction in a low stress environment and to encourage risk takingJointly deconstruct and construct texts to model how texts work to achieve their purposesUse an experiential approach to provide meaningful contextsUse visual cues wherever necessary to clarify and reinforce conceptsUse graphic organisers (diagrams, timelines, concept maps etc.) to represent and organise ideas and to develop thinking skillsRecycle language to ensure its learningEncourage older learners to keep a glossary or a personal dictionary of words and meaningsEnsure that assessment tasks, activities and criteria are relevant to the student’s stage of English language developmentUse SSO support to work with a student on individual needsTeacher talkKeep talk to a minimumUse clear, common and consistent instructions and repeat or rephrase if necessarySpeak at a normal pace and volumeDon’t use too much jargonSupport instructions with visual cues as much as possible=Specific Strategies/Activities:Teaching oral languageTo develop oral communication skills, focus on activities that encourage learners to talk in a supportive environment such as in pairs or groups. Such activities include:information gap activities where learners have to exchange information in order to complete a taskopinion gap activities where learners share and discuss their own personal feelings, attitudes or preferences about ideas or topicsmime and role-playgeneral communicative activities eg games, group work, songseveryday classroom interactionsTo develop the more formal oral language skills:formal talks, including the oral genres, and reportsdebatesperformanceWith different students, there may be a need to focus on particular aspects of oral language such as pronunciation – this can be done on an individual basis with SSO support.ESL learners may experience difficulty in hearing and producing some English sounds because they do not appear in the learner’s language.Similarly, stress, rhythm and intonation will also differ from the first language. Provide many opportunities to hear and practise language through rhymes, songs, chants, games, drama etc.Teaching readingReading for the second language learner involves transferring skills from the first language (if he or she can read in the first language) to the second as well as becoming familiar with:new set of sounds and sound groupings which differ from the first language new intonation patterns and their meaningsnew patterns of stress and pausenew sets of culturally-specific knowledge, values and behavioursnew grammar conventions eg different word order in sentencesnew print conventions eg reading from left to rightChoose reading materials that:have good visual cues to enable the student to access the story easilyreflect the experiences, knowledge and interests of the learnersUse bi-lingual books, big books, stories with lots of repetition, class made books based on class experiences and reading schemes with thematic interests.Involve the ESL learner in a number of reading experiences every day which focus on language in context egexposure to meaningful print in the immediate environment eg signs, charts, labelsmodelled deconstruction of a range of whole texts to develop understandings of the organisation and language features of different genres and theconventions of Englishtaped readingshared book experiences and big bookswordless books/ picture sequences/ photographs to build a story/recountcloze activities to focus on comprehension or on different aspects of language pre-reading activities which prepare the reader for the text through activating prior knowledge about the topic, developing a shared overall knowledge ofwhat the text might be about and teaching strategies for predicting the textcontentreading activities which develop language and reading skills in contextpost reading activities which focus on responding to the text in order to gaina greater understanding of the text, extract information for other purposes,critically interpret and analyse the text and give personal responses to the text.Teaching writingESL Learners are learning to write in a new language where he or she may have:no literacy skills in another language due to limited or no previous schooling limited oracy skills in Englishlimited knowledge of the 3 cueing systemsa lack of shared cultural knowledgea lack of understanding of the specific genres taught in schools and theirparticular social functionsTherefore teachers can scaffold learner’s writing bymodelling all aspects of the writing processteaching the text organization and language features of different genres through a range of different activitiesjointly constructing texts with studentssupporting the development of editing and proof reading skillsusing shared experiences(eg excursions) to write class or individual books/textsusing photos and other visual stimuli (such as sequenced pictures) in the early stages of writing development particularlyusing groups and pairs to develop group textsOther writing strategiesencourage students not to focus too much on their mistakesencourage writing for real purposes by publishing in innovative ways eg newsletters on the school’s intranetencourage the use of different strategies for accessing vocabulary needed and for recording new vocabulary for use in future writingteach all aspects of word knowledge and spelling through specific activities including games, quizzes etc.ReferencesNo English Don’t Panic: Ministry of Education and Training, Victoria (1991) Teaching and Learning Strategies for ESL Learners R-12. Education Department of SA (1993)Useful resourcesTargeting Text Series: Blake Education: .auEnglish Plus Series: Blaxell and SpenceBlaxell and Winch (1999) Primary Grammar Handbook: Horwitz MartinP Walker Pascal’s Basic Primary Grammar: Smart Guides seriesTeaching and Learning Strategies for ESL Learners R-12. Education Department of SA (1993)No English Don’t Panic: Ministry of Education and Traini ng, Victoria (1991) No English : Questions & Answers: Ministry of Education and Training, Victoria (1993)Derewianka B (1990) Exploring How Texts Work. Sydney: PETADerewianka B (1998) A Grammar Companion for Primary Teacher. Sydney: PETACollerson J (1994) English Grammar: A Functional Approach. Sydney PETA Collerson J (1997) Grammar in Teaching. Sydney PETACurriculum Corporation (1996) Teaching Language Primary. Melbourne: Curriculum CorporationCurriculum Corporation (1996) Teaching Language Secondary. Melbourne: Curriculum CorporationBeginning ESL: Support material for primary new arrivals. Education Victoria (1997)Board of Studies, NSW (2000) Teaching about TextsBoard of Studies, NSW (1998) English K-6 Syllabushttp:// .au/k6/k6Bortolotto C et al (1994) Easy ESL Strategies for Effective Teaching. Yarra Publications, MelbourneDroga L and Humphrey S (2002) Getting Started with Functional Grammar.Target TextsHammond J (1991) Learning to Learn in a second Language. Sydney PETA Jones P Talking to Learn Sydney PETAWing Jan Lesley (1991) Write Ways: Modelling Writing Forms. Melbourne: Oxford University PressRowe G (1989) Let’s Talk: Activities for Oral Language. Melbourne: Dellasta Callaghan M and J Rothery (1988) Teaching Factual Writing: Genre-based Approach. Sydney. DSP MarketingChristie F et al. (1992) Language: A Resource for Meaning. Exploring Explanations, Levels 1-4. Sydney: Harcourt Brace & Jovanovich.Christie F et al. (1990) Language: A Resource for Meaning. Exploring Procedures, Levels 1-4. Sydney: Harcourt Brace & Jovanovich.Christie F et al (1992) Language: A Resource for Meaning. Exploring Reports, Levels 1-4. Sydney: Harcourt Brace & Jovanovich.(available from Blake Education in Sydney – Tel: 2 95184222)Resource SuppliersSeelect Educational Supplies601 Anzac HighwayGlenelg, SA 5045Ph : 08 8294 9111St Georges Bookshop40 Hallett RdStonyfell 5066Ph: 08 8364 1313Lighthouse Books17 Commercial RdPort Adelaide 5015Ph: 08 8240 3300.auKelly Farm Educational30 Petrova StWindsor Gardens 5087Ph: 08 8367 5683Mobile: 0417082963State Equity Centre11-13 Swanson StreetErskinville, NSW 2043Ph: 02 9582 5860Fax: 02 9550 2874Internet: http://www.equity.sydney@.au Curriculum CorporationPO Box 177Carlton, VIC 3053Ph: 03 92079600Fax: 03 96391616Internet : .auBookery348 Drummond StreetCarlton, VIC 3053Ph: 03 9347 7857Fax: 03 9347 7497Email: rthughes@.auTesl Books397 Little Lonsdale StreetMelbourne VIC 3000Ph : 03 9670 3532。
Gam混合策略纳什均衡求解

STATIC GAME THEORY
Solution using equilibrium
Finding pure-strategy Nash equilibriums: a) Stage 1: Identify each player’s optimal strategy in response to what the other player might do. b) Stage 2: A Nash equilibrium is identified when all players are playing their optimal strategies simultaneously.
INTRODUCTION
What is game theory?
Game theory is a mathematical theory that
deals with the general features of competitive situations, such as military battles, political campaigns, advertising and marketing campaigns by competing business firms.
STATIC GAME THEORY
Mixed-strategy of Nash equilibrium (v=4, w=3,
g=2, h=1)
x
Shirk
Agent 1
1- x
Work
Principal 2 y Inspect
-1,0
0, 1
1- y Not Inspect
-3, 3
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By the same token, when 2p < 1-p, that is p < 1/3, the best response of Column is his pure strategy W.
Finally, when p = 1/3 then all possible strategies of Column give him the same payoff—all are best response strategies.
Mixed Strategies in Normal and Sequential Form Games
3
How to calculate payoffs to a probabilistic mix of Row’s E and W against, for instance, Column’s E?
1 n p1s1 .... p n s1
a
……
a*
……
Mixed Strategies in Normal and Sequential Form Games
10
Battle of the Sexes Example
G
1 G 2 0 0
T
0
2 1
T
0
Identify all Nash equilibria in this game.
0 0 0 0 0 0 0 0 -3 3 4 0 -4 0 0 -4 0 3 4 -3
(1,2)
(2,1)
(2,2)
(1,1) 0 (1,1) 0 2 (1,2) -2 -3 (2,1) 3 (2,2) 0 2
(1,2) -2 -3 0
(2,1) 3
(2,2)
Mixed Strategies in Normal and Sequential Form Games
(1,1)
(1,2)
(2,1)
(2,2)
(1,1)
Two-Finger Morra Game
Two players simultaneously raise both hands with one or two fingers extended on each hand. Left hand is for “number shown,” right hand for “number guessed.” The guess is about how many fingers the other player is going to show―with his left hand, of course.
Japan 1 1 US 1/3 0 1/3 0
E -2
qE(1-q)W
best response of Column to Row’s choice of strategy “p” W q=0
E q=1
E p=1
1/3E2/3W q=1/3
best response of Row to Column’s choice of strategy “q”
p E
For notational convenience instead of
1-p W
I will write pE (1-p)W
stands for a “lottery”
Mixed Strategies in Normal and Sequential Form Games
5
Japan E W 2 E 0 0 0 W 0 -1 1 -2
Mixed Strategies in Normal and Sequential Form Games
2
The South Pacific Example with Different Payoffs
The original game
Japan
E
2 E US -2 0 5
W
0
US W E -2
Japan E W 2 0 0 0 -1 1 0
Mixed Strategies in Normal and Sequential Form Games 7
Game with pure strategies only
Japan E W 2 US 0 0 0 W 0 -1 1
A way to think about the same game with mixed strategies
uJ (0.6E 0.4W, W) = 0.6 uJ (E, W) + 0.4 uJ (W, W) = 0.6•0 + 0.4•1 = 0.4 uUS (W, 0.7E 0.3W) = 0.7 uUS (W, E) + 0.3 uUS (W, W) = 0.7•0 + 0.3•(-1) = -0.3 uJ (0.2E 0.8W, 0.3E 0.7W) = 0.2 uJ (E, 0.3E 0.7W ) + 0.8 uJ (W, 0.3E 0.7W) = 0.2•0.3 uJ (E, E) + 0.2•0.7 uJ (E, W) + 0.8•0.3 uJ (W, E) + 0.8•0.7 uJ (W, W) = 0.06•2 + 0.14•0 + 0.24•0 + 0.56•1 = 0.68
Mixed Strategies in Normal and Sequential Form Games 9
THEOREM
1 2 n Denote p1s1 p 2s1 ...... p n s1 s 2 m q1s1 q 2s 2 ...... q ms 2 s* 2
Japan
E 2 E W 0 0 0 W 0 -1 1
US
-2
p E
uUS (
,E)=?
1-p W
Mixed Strategies in Normal and Sequential Form Games 4
Japan
E
2
W
0 0 0 1 -1
p E
p (E, E)
E
uUS (
,E)=
1-p W
uUS (
pE(1-p)W
1/3E2/3W p=1/3
Nash equilibrium: each is the best response to the other
2 1 2 1 E W, E W 3 3 3 3
W p=0
Mixed Strategies in Normal and Sequential Form Games 8
Mixed Strategies in Normal and Sequential Form Games
11
G
T
qG(1-q)T
1
G 2 0 T 0 pG(1-p)T p 1 0
0
2q 2 1-q 2-2p
The value of p for which the payoffs to Column are the same: p = 2-2p or p = 2/3 The value of q for which the payoffs to Row are the same: 2q = 1-q or q = 1/3
Mixed Strategies in Normal and Sequential Form Games
6
q
1-q
E
2 p E 1-p W 0 pE(1-p)W 2p -2 0 0
W
0
qE(1-q)W
p•2 + (1-p)•0
-2q 1
-1 1-p
q-1
p•0 + (1-p)•1
Just like we were looking for Nash equilibria in pure strategies we now need to do the same with mixed strategies. The difference here is that since we have infinitely many mixed strategies we can no longer draw a payoff table with rows representing choices of the Row player. Note that when 2p > 1-p, or equivalently when p > 1/3, the best response of Column is his pure strategy E since mixing in W will only lower his payoff.
1-p (W, E)
)=
US W
-2 0
here we need expected utility theory
= p uUS (E, E) + (1-p) uUS (W, E) = p•(-2) + (1-p)•0 = -2p
Thus with mixed strategies we have to switch from ordinal utility assumption (preference theory) to cardinal utility assumption (expected utility theory)
s1 2
p1
……
sm 2
……
s1 1
If two proper mixes (s, s* )
……
are in Nash equilibrium then
m u 2 (s1 , s) = ... = u 2 (s 2 , s) and 2 1 n u1 (s1 , s* ) = ... = u1 (s1 , s* ).