There are seats occupied in the study room, and disputes caused by seat occupation, including lost items and quarrels, are also common. To this end, the school has applied many times, but the results have been minimal. This paper attempts to analyze the strategies of those who occupy seats and those who don't, explain the causes of this problem and propose solutions.

I. Introduction

In the university environment, as a special resource, the self-study classroom has the following characteristics:

1, short-term supply is completely inelastic: schools cannot increase the number of self-study classrooms in a short time.

2. Necessities: Almost all science students and most liberal arts students must review their lessons and complete their homework through self-study classrooms.

3. There are almost no substitute teachers, and the demand is inflexible: there are only a few substitute teachers in the self-study classroom. A, some senior science students and graduate students can study in the laboratory; B, students who rent a house outside can study in the rented house; C, occasionally someone can study in the dormitory. However, the number of these substitutes is relatively small, and self-study classrooms are still essential for most students.

In addition, classrooms are very different from self-study classrooms: in class, each person only uses one seat, while in self-study, the average number of seats used by each person is close to two (generally speaking, two seats are needed, but the following situations can be less than two seats: the library has one seat for each person, and self-study students at the edge of a row of desks in the classroom generally share seats with their neighbors, so couples can save money by studying together.

Occupy a seat is a low-input and high-output behavior for the seat-occupier: because you only need to get up early (occupy a seat in the library), you can occupy a seat by using books that have no use value, so as to get temporary priority in using this seat. Moreover, this right of use can largely ensure long-term efficient self-study-which is very important for students with heavy homework.

Second, the rational analysis of seat-occupying behavior

(A), the personal interests of occupation behavior analysis

Suppose the average income of the self-study exam is R.

Seat occupancy cost:

1, get up early (the library occupies a seat): the cost is almost zero and neglected. Because students' dormitories have the regulation of turning off the lights at 1 1, it is not difficult to ensure that they sleep at 1 1 and get up at 6 o'clock if they have the idea of occupying a seat.

2. Loss and loss of seat-occupying items: the cost is almost zero and neglected. Because the occupied items are generally books with no use value, even if they are lost, there is no loss. The lost items here were taken away by others, which has nothing to do with occupying the seat, rather than others occupying the seat and throwing away the occupied items.

The seat occupied is used by others, thus losing the opportunity of self-study: this loss can not be ignored. The self-study crowd should use Pr probability to occupy a seat. When the occupant appeared, this group of people chose their own strategies to have disputes or concessions with the occupant. See the following analysis for specific strategies, additional losses caused by disputes and cost changes caused by seat use right replacement. The probability of successfully taking the self-study exam after occupying a seat is Po.

Seat occupancy income:

The occupier can successfully take the self-study exam with probability Po, and the income of the occupier is RPo.

Does not occupy the cost of the seat.

1, and the probability of finding a vacancy without occupying a seat is set to P 1. Similarly, the following discussion will correct this result.

2. According to personal strategy, if you can't find a seat, you may use the seat occupation (let the probability of the person who finds the seat be Pu 1, and the probability of the user paying for the seat occupation be Pu0, when P1>; 0, Pu0, Pu 1 are all equal to 0), so the extra loss caused by the dispute and the impact of replacing the right to use the seat on the cost will be discussed later.

Advantages of not occupying a seat:

Let the probability of successful self-study without occupying a seat be Pn and the income be R*Pn.

(2) Analysis of individual strategies between the occupant and the non-occupant.

The following is an analysis of individual strategies between occupiers and unoccupied people:

An unoccupied person needs to decide whether to use an already occupied seat. If not, Pn=P 1. If so, it needs to solve the strategic problem of dealing with residents.

First of all, if you discard or destroy the occupied items and try to give the occupier the illusion that the items have been stolen, it may cause disputes and have serious legal consequences. According to the author's observation, few people adopt this strategy, and if there is, it is also secretly implemented while others are not paying attention. In the general self-study class, this condition is difficult to establish, so in order to simplify the problem, this situation is ignored.

Then, under the pressure of law and public opinion, unoccupied users keep the occupied items, which will cause direct conflicts of interest between them. Both can try to occupy this seat by taking different measures.

Let's build a simple model: define the confrontation intensity I, and the value of I is 0 or 1, where 0 means the concession strategy of giving up seats to the other side, and 1 means the tough strategy of occupying seats as much as possible. Let's assume that the one with the highest I value wins. If they are equal, the chances of both sides winning are half. When both are equal to 1, the direct loss of the dispute is L, and the income matrix is:

Average income opponent I= 1 opponent I=0

I = 1 R/2- 1 R

I=0 0 R/2

This is a typical eagle pigeon game. Under normal circumstances, if a serious dispute occurs, it will have a great impact on both parties' emotions, and they may lose their school supplies, be condemned by public opinion, and even be subject to administrative sanctions, that is, L & gtR/2. (However, for unoccupied users, L >: R will not be worth the loss). At this time, the ESS strategy is a mixed strategy in which P chooses to be tough and 1-P chooses to give in, so that no matter which strategy is used, the opponent's income that cannot be judged in advance is the same, and P=R/2L is obtained.

(C), the analysis of the phenomenon of seat occupation

With the results of the above discussion, we can study the process of occupying seats.

Probability of self-study after occupying a seat: Po= 1-Pu0/2.

The total income after occupying a seat is: RPO-lppu0 = r (po-pu0/2) = r (1-pu0).

Self-study does not occupy a seat: Pn=P 1+Pu 1/2.

The total income from not occupying a seat is: rpn-lppu1= r (pn-pu1/2) = RP1.

If the supply of self-study seats is just equal to the demand (not just enough seats for everyone to use at the same time, but if everyone studies at their own time, the seats can be used by different people at different times), if someone occupies the seats, it will prolong the use time of this person's seats, resulting in insufficient seats, P 1=0.

However, in an environment where there are just enough seats, how does the seat-occupying behavior develop? Undeniably, when there are enough seats, self-taught students always hope to have a better self-taught environment, but a relatively good self-taught environment is never enough. At this time, both Pu0 and Pu 1 are 0, and the occupant's income is RH (excellent environment), and the occupant's income is RL (inferior environment), RH & gtRL. A rational person's choice is to occupy a seat. When enough people have taken the way of occupying seats, P 1=0. According to the actual situation, the number of people occupying seats at this time is already greater than the number of people not occupying seats. Let the ratio of two people be: unoccupied: occupied =x, where x < 1. It can be seen that the non-occupied income RP 1=0 when Pu00 is introduced. In the above analysis, the interest matrix for choosing whether to occupy a seat is:

The beneficiary does not occupy the seat, and the other party occupies the seat.

Unmanned R 0

Occupy the right R( 1-Pu0)

This is the benefit matrix of prisoner's dilemma.

Robert Axelord's 79-year-long research shows that the condition of cooperation in the prisoner's dilemma is that when the probability w of two players meeting again is large enough, they can cooperate spontaneously because of mutual repayment, and no longer "occupy seats" (W & gt(RH-R)/R/(/kloc). Therefore, the ESS at this time is to occupy a seat.

Third, the possibility of solving the seat occupation problem.

Because of the troubles and even disputes caused by seat occupation, the school has been trying to solve this problem. From the above analysis, it can be seen that the occurrence of seat occupation behavior needs to meet many conditions. Unfortunately, these situations are hard to change. For example, someone on BBS suggested that destroying the property of the occupier can increase the cost of occupying a seat, but it is difficult to judge when it is occupied and when it is not. Moreover, in the process of implementation, it is easy to cause legal disputes and cause great losses to the implementers, which is obviously not feasible. In addition, the school tries to advocate not occupying seats morally, but this can't really affect the interests of self-learners, and this method has never played much role.

From the most fundamental point of view, the thoughtless design of the number of self-study classrooms in schools is the fundamental reason for occupying seats. I think the school is afraid that the number of self-study classrooms is just enough for everyone to study at the same time to avoid waste of construction. But in fact, only when the number of self-study classrooms is so large that there are still a certain number of empty seats when everyone is occupied, can the phenomenon of large-scale seat occupation be fundamentally eliminated. Moreover, this number is not much more than the existing number. Judging from the current situation, the author roughly estimates that an increase of 10%-20% is enough.

Therefore, the most important thing is to make the school realize that the self-study classroom is not only enough, but also needs to slightly exceed the actual number. Once we realize this, we can solve the serious problem of self-study seat occupation by increasing the number of self-study classrooms and the number of substitute students (such as improving the dormitory environment to make it self-study, etc.). ) or control registration.