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經(jīng)濟(jì)學(xué)人:信息不對稱之檸檬市場理論與效應(yīng)(上)Economics
brief:
six
big
ideas.經(jīng)濟(jì)概要:六大經(jīng)濟(jì)思想。Information
asymmetry:
Secrets
and
agents信息不對稱:秘密和代理George
Akerlof's
1970
paper,“The
Market
forLemons”,
is
a
foundation
stone
of
informationeconomics,
the
first
in
our
series
on
seminaleconomic
ideas.六大經(jīng)濟(jì)思想之一,喬治·阿克洛夫1970年的論文——《檸檬市場》,它是信息經(jīng)濟(jì)學(xué)的一塊基石。In
2007
the
state
of
Washington
introduced
a
new
rule
aimed
at
making
the
labour
marketfairer:
firms
were
banned
from
checking
job
applicants'
credit
scores.2007年,華盛頓州引入了一項(xiàng)旨在讓勞動(dòng)力市場更公平的新法律:企業(yè)被禁止核查求職者的信用得分。Campaigners
celebrated
the
new
law
as
a
step
towards
equality—an
applicant
with
a
lowcredit
score
is
much
more
likely
to
be
poor,
black
or
young.發(fā)起這項(xiàng)運(yùn)動(dòng)的人歡呼慶祝,認(rèn)為這是通向平等的一步——信用得分低的求職者極有可能是窮人、黑人或者年輕人。Since
then,
ten
other
states
have
followed
suit.自那以后,又有十個(gè)州如法炮制。But
when
Robert
Clifford
and
Daniel
Shoag,
two
economists,
recently
studied
the
bans,
theyfound
that
the
laws
left
blacks
and
the
young
with
fewer
jobs,
not
more.但是,日前,當(dāng)兩位經(jīng)濟(jì)學(xué)家——羅伯特·克利福德和丹尼爾·紹格——研究了這些禁令時(shí),他們發(fā)現(xiàn),這些法律帶給黑人和年輕人的工作更少了,而不是更多。Before
1970,
economists
would
not
have
found
much
in
their
discipline
to
help
them
mull
thispuzzle.放在1970年之前,經(jīng)濟(jì)學(xué)家是不會(huì)在這門學(xué)科中找到太多的東西來幫助他們仔細(xì)思考這個(gè)迷的。Indeed,
they
did
not
think
very
hard
about
the
role
of
information
at
all.實(shí)際上,他們當(dāng)時(shí)根本就沒有很努力地去思考信息的作用。In
the
labour
market,
for
example,
the
textbooks
mostly
assumed
that
employers
know
theproductivity
of
their
workers—or
potential
workers—and,
thanks
to
competition,
pay
themfor
exactly
the
value
of
what
they
produce.例如,那時(shí)的教科書大都假設(shè),在勞動(dòng)力市場中,雇主知道他們的工人——或者潛在的工人——的生產(chǎn)率,而且,由于競爭,是按照工人所生產(chǎn)的東西的價(jià)值給他們開工資的。You
might
think
that
research
upending
that
conclusion
would
immediately
be
celebrated
asan
important
breakthrough.人們可能認(rèn)為,顛覆這一論斷的研究立即會(huì)被譽(yù)為一項(xiàng)重大突破。Yet
when,
in
the
late
1960s,
George
Akerlof
wrote
“The
Market
for
Lemons”,
which
did
just
that,and
later
won
its
author
a
Nobel
prize,
the
paper
was
rejected
by
three
leading
journals.然而,當(dāng)喬治·阿克洛夫于上世紀(jì)60年代末期寫出恰恰實(shí)現(xiàn)了這種突破并為作者贏得了諾貝爾獎(jiǎng)的《檸檬市場》時(shí),這篇論文曾遭到三家主要期刊拒絕。At
the
time,
Mr
Akerlof
was
an
assistant
professor
at
the
University
of
California,
Berkeley;
hehad
only
completed
his
PhD,
at
MIT,
in
1966.那時(shí),阿克洛夫是加州大學(xué)伯克利分校的一名助教;僅于1966年在麻省理工完成了博士學(xué)位。Perhaps
as
a
result,
the
American
Economic
Review
thought
his
paper's
insights
trivial.也許是因?yàn)檫@個(gè)原因,《美國經(jīng)濟(jì)評論》認(rèn)為他的論文的觀點(diǎn)微不足道。The
Review
of
Economic
Studies
agreed.《經(jīng)濟(jì)研究評論》同意了這個(gè)看法。The
Journal
of
Political
Economy
had
almost
the
opposite
concern:
it
could
not
stomach
thepaper's
implications.《政治經(jīng)濟(jì)學(xué)雜志》有著幾乎完全相反的擔(dān)憂:它可能消化不了這篇論文深遠(yuǎn)意義。Mr
Akerlof,
now
an
emeritus
professor
at
Berkeley
and
married
to
Janet
Yellen,
the
chairman
ofthe
Federal
Reserve,
recalls
the
editor's
complaint:“If
this
is
correct,
economics
would
bedifferent.”如今已是伯克利分校名譽(yù)教授并同美聯(lián)儲主席珍妮特·耶倫成婚的阿克洛夫還記著那位編輯的不滿:“如果這是正確的,經(jīng)濟(jì)學(xué)會(huì)截然不同?!盜n
a
way,
the
editors
were
all
right.從某種程度上來說,這些編輯當(dāng)時(shí)都是對的。Mr
Akerlof's
idea,
eventually
published
in
the
Quarterly
Journal
of
Economics
in
1970,
was
atonce
simple
and
revolutionary.最終于1970年在《經(jīng)濟(jì)學(xué)季刊》上發(fā)表了的阿克洛夫的思想即是簡單的,也是革命性的。Suppose
buyers
in
the
used-car
market
value
good
cars—“peaches”—at
$1,000,
and
sellers
atslightly
less.假設(shè),二手車市場中的買方給好車——“桃子”——估價(jià)1000美元,賣方要稍微少一點(diǎn)。斯彭斯指出,頂層的工人或許會(huì)以收集榮譽(yù)——如大學(xué)學(xué)位——的行為為信號,向企業(yè)展示自己的才華。Crucially,
this
only
works
if
the
signal
is
credible:
if
low-productivity
workers
found
it
easy
toget
a
degree,
then
they
could
masquerade
as
clever
types.關(guān)鍵是,這只有在信號是可信的時(shí)候才管用:如果低生產(chǎn)力的工人發(fā)現(xiàn)得到學(xué)位很容易,他們就可能把自己裝扮成聰明之人。This
idea
turns
conventional
wisdom
on
its
head.這一思想徹底顛覆了傳統(tǒng)的智慧。Education
is
usually
thought
to
benefit
society
by
making
workers
more
productive.一般認(rèn)為,教育之有益于社會(huì),是因?yàn)樗尮と俗兊酶咝?。If
it
is
merely
a
signal
of
talent,
the
returns
to
investment
in
education
flow
to
the
students,who
earn
a
higher
wage
at
the
expense
of
the
less
able,
and
perhaps
to
universities,
but
not
tosociety
at
large.如果它僅僅是才華的一個(gè)象征,教育投資的所得就會(huì)流向?qū)W生,使他們以才華較少之人為代價(jià)獲得更高的工資;或者也可能是各個(gè)大學(xué),但不是整個(gè)社會(huì)。One
disciple
of
the
idea,
Bryan
Caplan
of
George
Mason
University,
is
currently
penning
a
bookentitled
“The
Case
Against
Education”.這個(gè)思想的一位信徒——喬治梅森大學(xué)的布萊恩·卡普蘭目前正在撰寫一本名為《反對教育之種種》的書。(Mr
Spence
himself
regrets
that
others
took
his
theory
as
a
literal
description
of
the
world.)(斯彭斯本人后悔的是,被人把他的理論當(dāng)成是對這個(gè)世界的一種文字描述。)Signalling
helps
explain
what
happened
when
Washington
and
those
other
states
stopped
firmsfrom
obtaining
job-applicants'
credit
scores.信號行為有助于解釋華盛頓等州在阻止企業(yè)獲得求職者信用得分時(shí)所發(fā)生了的事情。Credit
history
is
a
credible
signal:
it
is
hard
to
fake,
and,
presumably,
those
with
good
creditscores
are
more
likely
to
make
good
employees
than
those
who
default
on
their
debts.信用歷史是一個(gè)可信的信號:它難以造假,而且,可以假定,信用得分良好的人比債務(wù)違約的人更有可能成為好雇員。Messrs
Clifford
and
Shoag
found
that
when
firms
could
no
longer
access
credit
scores,
theyput
more
weight
on
other
signals,
like
education
and
experience.克利福德先生和紹格先生發(fā)現(xiàn),當(dāng)企業(yè)不再能得到信用得分時(shí),會(huì)把重點(diǎn)放在其他信號上面,如教育和資歷。Because
these
are
rarer
among
disadvantaged
groups,
it
became
harder,
not
easier,
for
themto
convince
employers
of
their
worth.因?yàn)檫@些信號在弱勢劣群體中較為少見,因而,對他們而言,讓雇主相信自己的價(jià)值就變得更難,而不是更容易。1.nolonger不再例句:Afteraboutthreemonths,Iwas
nolongeraddictedtonicotine.
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