Income distribution dynamics: monotone Markov chains make light work

This paper considers some aspects of the dynamics of income distributions by employing a simple Markov chain model of income mobility. The main motivation of the paper is to introduce the techniques of monotone Markov chains to this field. The transition matrix of a discrete Markov chain is called monotone if each row stochastically dominates the row above it. It will be shown that by embedding the dynamics of the income distribution in a monotone Markov chain, a number of interesting results may be obtained in a straightforward and intuitive fashion.Thanks are due to Peter Lambert and four anonymous referees for very helpful comments.     

The Compassion Strategy: Race and the Gender Gap in Campaign 2000

Recent studies have shown that social "compassion" issues, andnot those directly linked to women’s interests, seem todrive the gender gap in presidential vote choice. Some of thesecompassion issues are associated with the plight of racial minoritiesin the media and in the minds of average citizens. Drawing ontheories of gender role socialization, we predict that traditionalpartisan stands on racial issues may help to explain the gendergap. Specifically, we hypothesize that the gap emerges becausemen and women react differently to cues about how compassionatecandidates are toward vulnerable social groups. In one experiment,we manipulate news information regarding George W. Bush’scommitment to blacks versus women. The gender gap is maximizedwhen Bush takes the traditional Republican stance, while itis reduced significantly when Bush espouses a more moderateposition. The gender gap is unaffected by variation in the positionthat Bush takes on women’s issues. In another experiment,we also find that the gender gap emerges when traditional partisanappeals are racialized. Finally, exposure to the 2000 RepublicanNational Convention, with its message of racial inclusion, boostedevaluations of Bush among women but not men.     

Teaching Mands for Information Using “Why” to Children With Autism

The Analysis of Verbal Behavior - Mands for information (MFIs) play an important role in language development and are important for successfully acquiring new information from one’s...     

Teaching a Child With Autism to Mand for Information Using “How”

Children with autism often do not learn to mand for information without structured teaching. Studies have demonstrated that manipulation of establishing operations (EOs), prompts, prompt fading, and differential reinforcement are effective in teaching children with autism to ask "wh" questions such as "what," "who," and "where." To date, no studies have evaluated procedures to teach children with autism to mand for information using "how." Teaching the mand, "how" is uniquely challenging because once the information regarding how to do something is provided, the EO may no longer be present. The following study evaluated a procedure to teach one child with autism to mand for information using "how" to obtain information to complete multiple activities. The results have implications for clinical application and future research on contriving EOs to teach the mand, "how."     

Welfare rankings of income distributions: A rôle for the variance and some insights for tax reform

When generalized Lorenz curves cross, it is not possible to rank the underlying income distributions by the unanimous preference of all additively separable symmetric inequality-averse social welfare functions. But in many cases, unanimous preference results in terms of inequality-aversion are nevertheless available. When generalized Lorenz curves cross once, variance is decisive in determining a robust welfare ranking, and can provide a rationale for choosing equity over efficiency where these two desiderata conflict. Welfare recommendations for certain types of income tax reform are implied, including cases of yield-increasing redistribution.This paper has benefitted considerably from the perceptive comments of an anonymous referee. Valentino Dardanoni gratefully acknowledges financial assistance from the Banco di Sicilia and the Ente Luigi Einaudi of Rome.     

A pedagogical proof of Arrow's Impossibility Theorem

In this note I consider a simple proof of Arrow's Impossibility Theorem (Arrow 1963). I start with the case of three individuals who have preferences on three alternatives. In this special case there are 13³=2197 possible combinations of the three individuals' rational preferences. However, by considering the subset of linear preferences, and employing the full strength of the IIA axiom, I reduce the number of cases necessary to completely describe the SWF to a small number, allowing an elementary proof suitable for most undergraduate students.  This special case conveys the nature of Arrow's result. It is well known that the restriction to three options is not really limiting (any larger set of alternatives can be broken down into triplets, and any inconsistency within a triplet implies an inconsistency on the larger set). However, the general case of n≥3 individuals can be easily considered in this framework, by building on the proof of the simpler case. I hope that a motivated student, having mastered the simple case of three individuals, will find this extension approachable and rewarding.  This approach can be compared with the traditional simple proofs of Barberà (1980); Blau (1972); Denicolò (1996); Fishburn (1970); Kelly (1988); Mueller (1989); Riker and Ordeshook (1973); Sen (1979, 1986); Suzumura (1988), and Taylor (1995). Received: 5 January 1999/Accepted: 10 December 1999     

Acquisition of Mands,Tacts, and Intraverbals Through Sign Exposure in an Individual With Autism

Many children with autism communicate through the use of alternative communication systems, such as sign language. Limited research has been conducted on the situations under which sign language will be acquired across verbal operants without direct teaching. The purpose of the current study was to evaluate exposure to sign language on the acquisition of signed mands, tacts, and intraverbals in a male child with autism. Results indicated fast acquisition of mands, tacts, and intraverbals without direct teaching. Results are discussed in the context of future research investigating exposure without direct teaching in individuals who communicate with alternative communication systems.