A substantial proportion of individuals who complete the widely used multiple price list (MPL) instrument switch back and forth between the safe and the risky choice columns, behavior that is believed to indicate low-quality decision making. We develop a conceptual framework to formally define decision-making quality, test explanations for the nature of low-quality decision making, and introduce a novel “nudge” treatment that reduced multiple switching behavior and increased decision-making quality. We find evidence in support of task-specific miscomprehension of the MPL and that non-multiple switchers and relatively high-cognitive-ability individuals are not immune to low-quality decision making.

Social scientists have long viewed the decision to protest as strategic, with an individual's participation a function of their beliefs about others' turnout. We conduct a framed field experiment that recalibrates individuals' beliefs about others' protest participation, in the context of Hong Kong's ongoing antiauthoritarian movement. We elicit subjects' planned participation in an upcoming protest and their prior beliefs about others' participation, in an incentivized manner. One day before the protest, we randomly provide a subset of subjects with truthful information about others' protest plans and elicit posterior beliefs about protest turnout, again in an incentivized manner. After the protest, we elicit subjects' actual participation. This allows us to identify the causal effects of positively and negatively updated beliefs about others' protest participation on subjects' own turnout. In contrast with the assumptions of many recent models of protest participation, we consistently find evidence of strategic substitutability. We provide guidance regarding plausible sources of strategic substitutability that can be incorporated into theoretical models of protests.

We study the causal effect of school curricula on students? political attitudes, exploiting a major textbook reform in China between 2004 and 2010. The sharp, staggered introduction of the new curriculum across provinces allows us to identify its causal effects. We examine government documents articulating desired consequences of the reform and identify changes in textbooks reflecting these aims. A survey we conducted reveals that the reform was often successful in shaping attitudes, while evidence on behavior is mixed. Studying the new curriculum led to more positive views of China?s governance, changed views on democracy, and increased skepticism toward free markets.