The key ideas should be intuitive and evident: unsupported verbal statements are fully
credible if the parties’ interests are perfectly aligned, untrustworthy (and to be ignored altogether)
if the interests are totally opposed. A spectrum runs from one extreme to the other, along which
partially credible communication is possible. A good question for discussion may be the credibility
of political promises made during campaigns. The candidates’ interests are not perfectly aligned
with those of the voters, but they are not totally opposed either. A politician who promises a policy
the voters like and then reneges after election will hurt her chances in future reelections or in
contests for higher offices. Small deviations can be explained away and may be acceptable, big
ones less so. A natural quantification of this idea is the fineness of the Crawford-Sobel partition in
cheap talk equilibria. See Vincent P. Crawford and Joel Sobel, “Strategic Information
Transmission,” Econometrica, vol. 50, no.6 (1982), pp. 1431–1451.
Sections 4–6
For more formal examples of signaling and screening other than those in the book, your
sources will depend on your focus. If your course is economics oriented, you can use the standard
example from Spence (education as a signal of quality), available at a relatively accessible level in
many intermediate microeconomics textbooks. If your course is more politics oriented, there are
many examples in Jeffrey Banks, Signaling Games in Political Science (Reading, U.K.: Harwood
Academic, 1991). For science- or biology-oriented courses, you can develop and use the examples
of signaling in evolution, based on the discussion in The Red Queen that is cited in the text.
Another possibility, now that the text is in its fourth edition, is to make use of an example
that appeared in an earlier edition. The second edition of the text used an attacker-defender
interaction to motivate a standard two-player signaling game. That game, found in Section 5 of
Chapter 9 of the second edition, has a structure similar to the Tudor-Fordor example in the current
edition and can be used as a classroom example to help students understand the more complex
components of the analysis in the current Section 6.
Games of Strategy, Fourth Edition Copyright © 2015 W. W. Norton & Company