Using experimental game theory to quantify social integration and reciprocity, we find autistic children occupy more peripheral positions in classroom networks and engage less in reciprocal relationships.
Using a behavioral game on networked tablets to map social networks in 45 Chilean classrooms, we find that students who engage in more mutually cooperative (reciprocal) peer relationships achieve higher grades — and the effect is largest for students with the most reciprocal ties.
Using panel data and a quasi-experimental design, we find that Chile’s full-day school reform significantly increased mothers’ labor force participation, employment, and hours worked — with the largest effects for lower-educated and married women.