Abstract We assess the effect of the built environment on low-cost helping behavior toward neighbors. The setting is households in Shanghai, China that, due to rapid development, were involuntarily, i.e. as good as randomly, relocated to different building structures. Using a natural field experiment of misdelivered mail, we test the causal effect of spatial proximity and the built environment on helping behavior. Living one floor apart reduces the willingness to help a neighbor by 16 percentage points, similar to adding one more apartment per floor. Small spatial barriers can profoundly shape social interactions, and helping behavior, in urban settings.

The ultimatum game, by its all-or-nothing nature, makes it difficult to discern what kind of preferences may be generating choices. We explore a game that convexifies the decisions, allowing us a better look at the indifference curves of bargainers while maintaining the subgame-perfect equilibrium. We conclude that bargainers' preferences are convex and regular but not always monotonic. Money-maximization is the sole concern for about half of the subjects, while the other half reveal a preference for fairness. We also found, unexpectedly, the importance of risk aversion among money-maximizing proposers, which in turn generates significant bargaining power for fair-minded responders.

We investigate how skills developed when children are 3–5 years old drive schooling outcomes in middle childhood and adolescence. We find that skills map onto three distinct factors—cognitive skills, executive functions, and economic preferences. Importantly, each of the three factors predict later schooling outcomes. While early executive function skills and cognitive scores are linked to future behavioral patterns and other key student outcomes, economic preferences have an independent effect: children who are impatient in early childhood have more disciplinary referrals. Finally, random assignment to preschool impacts grades and disciplinary referrals through changes to cognitive skills and executive functions.