Crowds and Wisdom: The Social Construction of Bubbles

May 15, 2009
Posted by Jay Livingston

I’ve blogged before about my skepticism of the wisdom of crowds (here for example). I had been thinking about sports betting and line shifts. But I’d missed the 800-pound gorilla that could make the wisdom-of-crowds crowd run for the exits: bubbles. Bubbles like the one that got us into the current mess. The Obama administration is calling for more “transparency” for swaps and derivatives. But was opacity the problem? True, these instruments weren’t traded on an open market, but the people who did trade them weren’t keeping stuff secret. The problem with these instruments – instruments designed to manage risk – was that nobody really knew how risky they were. Worse, they thought they knew, and they greatly underestimated the risk. Why? Back in February, Felix Salmon, in an article in Wired, put the blame here: It’s the Gaussian copula, a simple (as these things go) formula for evaluating the risk of a derivative. Derivatives and swaps are complex combinations of risk elements, but those elements are not independent of one another. To figure out the true risk of a tranche of one of these instruments, you’d have to know the myriad of correlations among all the elements.
Falling house prices, affect a large number of people at once. . . . If . . . you default on your mortgage, there’s a higher probability [others] will default, too. That's called correlation—the degree to which one variable moves in line with another—and measuring it is an important part of determining how risky mortgage bonds are.
But defaults are relatively rare, so how could you assess the degree of correlation? Along comes David X. Li, a quant. The formula, the Gaussian copula, is his claim to fame (or now, infamy).*
Li's breakthrough was that instead of waiting to assemble enough historical data about actual defaults, which are rare in the real world, he used historical prices from the CDS market. . . .Li wrote a model that used price rather than real-world default data as a shortcut (making an implicit assumption that financial markets in general, and CDS markets in particular, can price default risk correctly). Using Li's copula approach meant that ratings agencies like Moody's—or anybody wanting to model the risk of a tranche—no longer needed to puzzle over the underlying securities. All they needed was that correlation number, and out would come a rating telling them how safe or risky the tranche was.
The copula uses price. But price, as graduates of Father Guido Sarducci’s Five-Minute University know, is a product of “supply ana demand.” Price, at least in the short run, is based not on some true underlying value. It’s based on what people think. It’s pure social construction. The construction fed on itself.
You could even take lower-rated tranches of other CDOs, put them in a pool, and tranche them—an instrument known as a CDO-squared, which at that point was so far removed from any actual underlying bond or loan or mortgage that no one really had a clue what it included. But it didn't matter. All you needed was Li's copula function.
The socially constructed reality of price eventually came up against the economic reality of value: the Wile E. Coyote moment.**
the real danger was created not because any given trader adopted it but because every trader did. In financial markets, everybody doing the same thing is the classic recipe for a bubble and inevitable bust.
*As the article makes clear, Li is not to be blamed for the way the Wall Street predators misused his formula.

**Is there actually a Road Runner cartoon with such a moment? There must be, but I could not find it on YouTube.

Labor and Capital - The Tipping Point

May 13, 2009
Posted by Jay Livingston

The struggles of organized labor may have had a change of venue since the days of copper mines and Joe Hill, but the melody lingers on. (Full story here.)
(Click on the picture for a larger view.)

I dreamed I saw Joe Hill last night
Alive and looking well.
Says he, “I’ve left the mines. I’m at
The Essex House Hotel.
The Essex House Hotel.”

“Jumeira’s cut the workers’ hours
They’re handing out pink slips,
And if you work the banquet room,
They stiff you on your tips.
Two million bucks in tips.”

“We beat them at the Waldorf
The St. Regis and the Hyatt.
If three-hour strikes are what we need
To win, we’re gonna try it.
We’re surely going to try it.”

“Joe Hill ain’t dead, by God,” says he,
“He hasn’t changed his ways.
He’s standing with the busboys
And the waiters schlepping trays
The waiters schlepping trays.”

“From Mariott to Sheraton
To Plaza Athenée,
Where workers strike, Joe Hill is there
To see they get their pay.
Their tips and hourly pay.”

I dreamed I saw Joe Hill last night
Alive and looking well
Right there beside the workers in
The Essex House Hotel
The Essex House Hotel.

Wouldn't You Really Rather Have a Professor?

May 13, 2009
Posted by Jay Livingston

I was grading exams yesterday and missed the Inside Higher Ed story on the continued adjunctification of our world. The data come from an AFT report.





Unfortunately, the report does not give data on the number of courses taught by each category of employee, just the numbers of people in each category. We don’t know whether all those grad students in research universities were teaching a course or two on their own or whether they were TAs doing a discussion section.

The trend is clear, though less so at research universities than at public colleges: the full-time, tenured or tenure-track professor is becoming the Buick of academia. You can still find them, but they’re gradually being replaced by non-union-made models that are easier to maneuver and far less costly to buy and maintain.

Multiple Choice - What Is It Good For?

May 12, 2009
Posted by Jay Livingston

Multiple-choice tests are
a. a convenience for students
b. a convenience for teachers
c. a quick way to test knowledge of facts
d. a travesty of education

It’s All of the above. Students often do prefer multiple-choice items. Less time and effort – circling a letter or blackening a Scantron box as a opposed to writing an essay.

For the teacher, they are easier to grade (the computer does it for you), and you don’t even have to compose your own test. Most textbooks come with prepackaged “test banks” of questions. The questions are often bad. They ask about unimportant things, and they often violate rules of good test construction. Some have more than one right answer
  • A and C
  • B and D
  • A, B, and D but not C
Others have non-parallel choices:
It’s hotter in
a. the summer

b. the city.

It’s tempting for students and teachers to collude in this conspiracy and act as if some body of ideas and evidence, a set of complex thoughts, can be represented in a few dozen smudge marks. It reminds of the old Soviet factory workers’ joke: “We pretend to work, and they pretend to pay us.”

Once, many years back, as I began the intro to the unit on Freud, a student asked, “Hasn’t Freud been pretty much disproved?” I don’t remember what I answered, but later it occurred to me that perhaps what the student wanted was to reduce the entirety of Freudian thought to a single question: Freud – True or False. Answer: False.

There is a use for these items – as teaching tools. I used to make the test bank available to students so they could check on their reading of the textbook. But I would add that more important than getting the right answer was understanding why it was right, why the others were wrong, and why the question was at all important. What more general ideas did it relate to?

I’ve also used multiple choice quizzes as a teaching device in class. After I give the quiz, I don’t collect it but let the students get together in groups to figure out the right answers. It’s encouraging how thoroughly they will parse the answers, exploring the implications of each choice, going back and checking in the reading. These discussions also alert me to problems with the questions – ambiguous wording, more than one valid choice, etc. – so that I can correct them if I ever do decide to use them on a real exam.

I do use them – to accommodate student preferences and to avoid complaints about subjective grading. But for the most part, I dislike the idea of multiple-choice tests. I also find it ironic that the teachers who rely on them are also often the teachers who see education as preparing students for the real world. What in the world (the real world) will students ever be asked to do that resembles a multiple-choice test?