Zero-determinant (ZD) strategies, as discovered by Press and Dyson, can enforce a linear relationship between a pair of players’ scores in the iterated prisoner’s dilemma. Particularly, the extortionate ZD strategies can enforce and exploit cooperation, providing a player with a score advantage, and consequently higher scores than those from either mutual cooperation or generous ZD strategies. In laboratory experiments in which human subjects were paired with computer co-players, we demonstrate that both the generous and the extortionate ZD strategies indeed enforce a unilateral control of the reward. When the experimental setting is sufficiently long and the computerized nature of the opponent is known to human subjects, the extortionate strategy outperforms the generous strategy. Human subjects’ cooperation rates when playing against extortionate and generous ZD strategies are similar after learning has occurred. More than half of extortionate strategists finally obtain an average score higher than that from mutual cooperation.

We investigate the relative merits of the Boston and Serial Dictatorship mechanisms when the timing of students’ preference submission over schools varies within the structure of the mechanism. Despite the well-documented disadvantages of the Boston mechanism Abdulkadiroglu and Sonmez (American Economic Review 93:729–747 2003), we hypothesize that a Boston mechanism where students are required to submit their preferences before the realization of their exam scores, can in fact have fairness and efficiency advantages compared to the often favored Serial Dictatorship mechanism. We test these hypotheses in a series of laboratory experiments which vary by the class of mechanism implemented, and the preference submission timing by students, reflective of actual policy changes which have occurred in China. Our experimental findings confirm the efficiency hypothesis straightforwardly, and lend support to the fairness hypothesis when subjects have the chance to learn with experience. The results have important policy implications for school choice mechanism design when students’ relative rankings by schools are initially uncertain.

We conduct tests for reference dependent loss aversion using slot machine gamblers' decisions on when to quit playing for a visit to a casino. Evidence for a lagged status-quo reference point is found in the aggregate, while endogenously determined reference points are found when conditioning on betting intensity choices. Significant deviations from the distributions implied by random quitting support the loss aversion and diminishing sensitivity hypotheses.