Author: Joy Buchanan

Yes, it was SMET

Joy Buchanan2 Comments

Last week I posted about the transition from SMET to STEM at the National Science Foundation. I was repeating a story that can be found on several websites including an entry in Britannica.

Andrew Ruapp reached out to me about a possible error in my post. He presented some evidence that the term STEM has been used prior to 2001. Casually Googling the topic did not bring me to a reputable source for the claim I had made last week. “SMET” is comically bad. So, I did start to wonder if it had never been officially used at the NSF and was just a funny story getting repeated online.

To solve this problem, I reached out directly to the person who was credited with making the transition. Dr. Judith Ramaley is currently President Emerita and Distinguished Professor of Public Service at Portland State University.

Having her permission to share, here is our email correspondence:

Encouraged by her reply, I looked online and found a public NSF document from 1998 that clearly uses SMET.

Lastly, I asked her several questions, in a mini email interview:

  1. Are you surprised by how widespread the STEM term has become?

Ramaley: I wasn’t surprised because once NSF adopted the new acronym, I expected it would catch on.

2. Do you feel that the “STEM” brand has been successful?

Ramaley: STEM isn’t really a brand. It is simply an acronym. It works better than SMET I think because engineering and technology are framed by science and mathematics rather than trailing along behind as if less important. I am fascinated by the growing pressure to add other elements to STEM, making it STEAM, for instance. 

3. My son in 2nd grade goes to a STEM activity class once a week. (They just call it “STEM.”) This week he tells me they are working on a pollination project. Would you recommend anything different than the current system for encouraging American students to pursue technology fields?

Ramaley: Your third question is a sweeping one. It would help to know what a STEM activity means each week in your son’s second grade class.  I am drawn to ways of learning STEM that encourage students to approach these issues in an inquiry-based way that lets them explore what it means to ask interesting questions and work out ways to try to answer them. Young people are very curious about how the world works. I doubt that I need to tell you that since I bet your son sometimes drives you nuts with WHY and HOW questions. Questions like that are beautiful questions. 

SMET

Joy Buchanan5 Comments

What would you guess SMET is?

Would you like to do SMET?

What if you got caught looking at SMET?

SMET was the first acronym used by the National Science Foundation to stand for “science, technology, engineering, and mathematics”. There was a re-branding of the name that we owe to the American biologist Judith Ramaley. The STEM acronym sounds much better!

Does a cosmetic change matter? Will more students study STEM than SMET? The US government funds initiatives aimed at encouraging students to study STEM fields, so answering this question is important.

Some of these initiatives date back several decades, such as the National Science Foundation’s (NSF) Advanced Technological Education program, which was started in 1992 to provide funding for two-year colleges to develop programs that promote STEM education and prepare students for technical careers. The National Math and Science Initiative (NMSI) was established in 2007 and offers training and support for teachers to improve STEM instruction in K-12 schools. In 2009, the White House launched the “Educate to Innovate” campaign, which aimed to improve STEM education in American schools and increase the number of students pursuing STEM careers. Additionally, several federal agencies, including NASA and the Department of Energy, have launched initiatives over the years to promote STEM education and provide opportunities for students to engage in STEM-related research and projects. These efforts reflect a recognition of the importance of STEM fields to the country’s future economic competitiveness and national security, and a commitment to ensuring that all students have access to the skills and knowledge needed to succeed in these fields.

There is something to be said for branding and marketing in relation to science education. However, I see this as an open question: How much does branding matter, as opposed to the fundamentals of the pay and quality of available jobs that students can get in STEM fields?

I’m preparing a public lecture on my “Willingness to Be Paid” paper. Using an experiment, I examined what factors affect a student’s decision to do a computer programming job. I tried out an encouraging message which turned out to not work in the sense that it did not increase participation. I’m planning to open my talk with the SMET affair as an example of what is being tried with messaging and the tech labor supply.  

Iterations of the Survivorship Bias Meme

Joy Buchanan1 Comment

If you are Online at all, you have probably seen the survivorship bias plane:

It has inspired new memes. They are funniest when posted without any explanation. Two recent examples are:

and

https://twitter.com/ben_golub/status/1616967660184506368

Sometimes the picture of the plane is used as a whole argument, without any words.

Continue reading →

Chat Transcripts from Property Experiments

Joy Buchanan2 Comments

I’m reading The Property Species by Bart Wilson. I like chapter 4 “What is Right is Not Taken Out of the Rule, but Let the Rule Arise Out of What Is Right,” partly because I got to play a small part in this line of research.

Along with several coauthors, Bart Wilson has run experiments in which players have the ability to make and consume goods. According to the instructions that all players read at the beginning of the experiment, “when the clock expires… you earn cash based upon the number of red and blue items that have been moved to your house.”

Property norms can emerge in these environments, and sometimes subjects take goods from each other in an action that could be called “stealing.” The experimental instructions do not contain any morally loaded words like “stealing,” but subjects use that word to describe the activities of their counterparts.

Here is a conversation from the transcript of the chat room players can use to communicate while they produce and trade digital goods:

E: do you want to do this right way?

F: wht is the right way

E: the right way is I produce red you make blue then we split it nobody gets 100 percent profit but we both win

F: tht wht I been doing then u started stealing

Continue reading →

Chesterton Views on Work in 20th Century America

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One hundred years ago, the British writer G.K. Chesterton traveled to the United States for a lecture tour. He published his observations of America in What I Saw in America (1922). In an essay titled “The American Businessman”, Chesterton notes with surprise how passionate Americans appear about their professional work.

Chesterton recognizes this enthusiasm for work as more than mere greed.

This is the intro to my latest article for the OLL Reading Room. I discuss the American work ethic and Chesterton’s prescient insight into American economic dynamism compared to Britain. (Relatedly, Alex on British stagnation this week.)

Here’s a fun bit of the book that I didn’t include in the OLL article. Chesterton wrote this about seeing New York City for the first time:

But there is a sense in which New York is always new; in the sense that it is always being renewed. A stranger might well say that the chief industry of the citizens consists of destroying their city; but he soon realises that they always start it all over again with undiminished energy and hope. At first I had a fancy that they never quite finished putting up a big building without feeling that it was time to pull it down again; and that somebody began to dig up the first foundations while somebody else was putting on the last tiles. This fills the whole of this brilliant and bewildering place with a quite unique and unparalleled air of rapid ruin. 

Interested New Yorkers can find the rest online at Project Gutenberg. Delightful throughout if you like history. Amazon link to the book here.

ChatGPT Cites Economics Papers That Do Not Exist

Joy Buchanan14 Comments

EDIT: See my new published paper on this topic “ChatGPT Hallucinates Non-existent Citations: Evidence from Economics“

This blog post is co-authored with graduate student Will Hickman.

EDIT: Will and I now have a paper on trusting ChatGPT “Do People Trust Humans More Than ChatGPT?“

Although many academic researchers don’t enjoy writing literature reviews and would like to have an AI system do the heavy lifting for them, we have found a glaring issue with using ChatGPT in this role. ChatGPT will cite papers that don’t exist. This isn’t an isolated phenomenon – we’ve asked ChatGPT different research questions, and it continually provides false and misleading references. To make matters worse, it will often provide correct references to papers that do exist and mix these in with incorrect references and references to nonexistent papers. In short, beware when using ChatGPT for research.

Below, we’ve shown some examples of the issues we’ve seen with ChatGPT. In the first example, we asked ChatGPT to explain the research in experimental economics on how to elicit attitudes towards risk. While the response itself sounds like a decent answer to our question, the references are nonsense. Kahneman, Knetsch, and Thaler (1990) is not about eliciting risk. “Risk Aversion in the Small and in the Large” was written by John Pratt and was published in 1964. “An Experimental Investigation of Competitive Market Behavior” presumably refers to Vernon Smith’s “An Experimental Study of Competitive Market Behavior”, which had nothing to do with eliciting attitudes towards risk and was not written by Charlie Plott. The reference to Busemeyer and Townsend (1993) appears to be relevant.

Although ChatGPT often cites non-existent and/or irrelevant work, it sometimes gets everything correct. For instance, as shown below, when we asked it to summarize the research in behavioral economics, it gave correct citations for Kahneman and Tversky’s “Prospect Theory” and Thaler and Sunstein’s “Nudge.” ChatGPT doesn’t always just make stuff up. The question is, when does it give good answers and when does it give garbage answers?

Strangely, when confronted, ChatGPT will admit that it cites non-existent papers but will not give a clear answer as to why it cites non-existent papers. Also, as shown below, it will admit that it previously cited non-existent papers, promise to cite real papers, and then cite more non-existent papers. 

We show the results from asking ChatGPT to summarize the research in experimental economics on the relationship between asset perishability and the occurrence of price bubbles. Although the answer it gives sounds coherent, a closer inspection reveals that the conclusions ChatGPT reaches do not align with theoretical predictions. More to our point, neither of the “papers” cited actually exist.  

Immediately after getting this nonsensical answer, we told ChatGPT that neither of the papers it cited exist and asked why it didn’t limit itself to discussing papers that exist. As shown below, it apologized, promised to provide a new summary of the research on asset perishability and price bubbles that only used existing papers, then proceeded to cite two more non-existent papers. 

Tyler has called these errors “hallucinations” of ChatGPT. It might be whimsical in a more artistic pursuit, but we find this form of error concerning. Although there will always be room for improving language models, one thing is very clear: researchers be careful. This is something to keep in mind, also, when serving as a referee or grading student work.

New Survey on Bootcamp Graduates

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I have been investigating how to get more talent in the tech industry for a while. There is not a lot of data on precisely how people select into tech and what might cause more people to train for in-demand jobs. Gordon Macrae, in his substack The View, has a recent relevant post Issue #9: Tracking 100 bootcamp graduates from 2015.

Gordon ran his own survey of 100 graduates of coding bootcamps. Coding bootcamps are a fascinating element that help fill in the skills gap. They are not well-understood, and we don’t have much publicly available data of the sort that helps researchers measure the outcomes of a traditional college education.

Here are some of his results from this preliminary survey:

Of this total, 68% of the graduates surveyed in 2022 were doing roles where the bootcamp was necessary for them to work in that role. What I found fascinating, though, was that this figure varied wildly depending on the bootcamp they attended. 

On the lowest end, just 50% of graduates from Bootcamp A were doing jobs in 2022 that required having gone to a bootcamp. Conversely, 90% of Bootcamp D graduates were working in technical roles seven years after graduating.

What is more, the percentage of bootcamp graduates in technical roles at 7 years after graduation has gone done by 15%. The average immediately after graduation was 82% working in a technical role. 

Other resources:

There is more work to be done in this area.

Chesterton on Prohibition, and Game Theory

Joy Buchanan1 Comment

English philosopher G.K. Chesterton traveled to America for a lecture tour. His observations are recorded in What I Saw in America (1922).

The book is not primarily about Prohibition nor is it mostly critical of America. He wrote one of his essays on Prohibition, which begins as follows:

This was 100 years ago, so start with this summary of the facts from Britannica:

Prohibition, legal prevention of the manufacture, sale, and transportation of alcoholic beverages in the United States from 1920 to 1933 under the terms of the Eighteenth Amendment. Although the temperance movement, which was widely supported, had succeeded in bringing about this legislation, millions of Americans were willing to drink liquor (distilled spirits) illegally…

Chesterton clearly is not a teetotaler, and I will not argue for or against temperance here. What was counterproductive about Prohibition is that elites passed a law that they would not abide by themselves.

Consider the decision by an individual to drink or not drink. For many people, drinking is social. If your friends are meeting at a bar, then you will drink at the bar to be with them. If your friends are going hiking with water bottles, then many people can pass the day without alcohol happily. We can model a game called Meeting Friends that has multiple equilibria.

Borrowing from Myerson (2009):

In such games, Schelling argued, anything in a game’s environment or history that focuses the players’ attention on one equilibrium may lead them to expect it, and so rationally to play it. This focal-point effect opens the door for cultural and environmental factors to influence rational behavior.

There was an opportunity for American elites to move social life to a new focal point after the 18th Amendment was passed. They could have led by example. Laws that do not follow norms cause problems, such as a large prison population arrested for drug offenses today. In 2021, I wrote about why attempts at drug prohibition helped the Taliban defeat the US coalition in Afghanistan.

Here’s my tweet thread last week about Chesterton and the American work ethic.

Myerson, R. B. (2009). Learning from Schelling’s strategy of conflict. Journal of Economic Literature, 47(4), 1109-25.

New Textbook for Game Theory and Behavioral Economics

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Game Theory and Behavior is extremely readable. Carpenter and Robbett have a great set of examples (e.g. the poison drink dilemma from The Princess Bride). I think the book has been developed from teaching a course that resonates with undergraduates today. The authors are both experimental economists, so there is natural integration with lab results from experiments with games.

Topics covered include:

Game Theory and standard definitions

Solving Games

Sequential Games

Bargaining

Markets

Social Dilemmas

Voting

Behavioral Extensions of Standard Theory

In their words:

This book provides a clear and accessible formal introduction to standard game theory, while at the same time addressing how people actually behave in these games and demonstrating how the standard theory can be expanded or updated to better predict the behavior of real people. Our objective is to simultaneously provide students with both the theoretical tools to analyze situations through the logic of game theory and the intuition and behavioral insights to apply these tools to real world situations. The book was written to serve as the primary textbook in a first course in game theory at the undergraduate level and does not assume students have any previous exposure to game theory or economics. 

Not every book on game theory would be described as extremely readable. The authors do present mathematical concepts and solutions and practice problems. I want to be clear that I’m not implying that their book is not rigorous. They present game theory as primarily an intuitive and important framework for decisions instead of as primarily a mathematical object, which should go over well with most undergraduate students.

The following are questions that occurred to me as I was writing this post, with ChatGTP replies.