ࡱ> ~E{zy| m o W Y bjbjWW ( =={N]#L#LoDɹɹɹɹIl,ɹWmmmŇLJLJLJRLeL$~rvՎd|ՎmϿ Jrm(ŇɹɹŇXtV>{Zd,=$W@ Ň,`EɹɹR  The Commons: A Toolkit for the Quantitative Analysis of Factors in the Success or Failure of Electronic Societies Joshua Berman Steven M. Drucker Peter Kollock Microsoft Research Microsoft Research Department of Sociology Microsoft Corporation Microsoft Corporation University of California at Los Angeles One Microsoft Way One Microsoft Way Los Angeles, CA 90095-1551 Redmond, WA 98052 USA Redmond, WA 98052 USA USA +1 404 786 1698 +1 425 703 5880 +1 310 825 1313 berman@cc.gatech.edu sdrucker@microsoft.com kollock@ucla.edu ABSTRACT In this paper, we introduce The Commons, which is a novel methodology and toolkit to aid in the design and study of online societies. We first discuss the foundations which led to its inception, and explain the design decisions made along the way to its completion. Next, we describe the system itself. We then describe and analyze the results of a user study, which shows that this methodology is valid, and that the toolkit produces results comparable to the existing social science literature. In this study we examine a particular form of online communication -- synchronous text chat - and report on its effects in increasing trust and cooperation in online interactions. It is a common intuition that communication leads to more cooperative online relationships but intuition is not proof, nor does intuition provide a precise mapping of the effects and dynamics of various forms of communication on cooperation. Next, we will examine the usefulness of The Commons in the design of successful electronic societies by exploring its advantages over those methods most commonly used today. Finally, we discuss the importance of this platform for continued experimental research in both the social science and computer-human interaction research communities. Keywords Electronic Societies, Virtual Communities, Social Interfaces, Social Computing, Computer-Mediated Communication, Community Computing, Social Dilemmas INTRODUCTION What does it mean for an electronic society to be successful? Many researchers over the past two decades have hypothesized about what it takes, but very few have precisely defined what it means. Some researchers have simply used 'community' as a descriptive measure, so that a successful online society would have more 'community'. Affordances and societal choices which led to its success would be said to have 'built community'. However, this approach does not help designers, developers or maintainers of electronic societies. They ask how this measure can be compared across different societies. They wonder how to tell whether their work is increasing or decreasing this abstract factor. There has been some attempt to measure success in terms of "retention factor"[4] -- a survival-of-the fittest approach, where success can be measured by user count. Of course, this means that the effect of new affordances and societal changes can not be measured, and that advertising and market pressure must guide even researchers' view of how to create successful online society. Others have argued that that success can be measured in terms of "village like-quality"[3] or how well they "resemble 'real life' communities"[19]. This method begs the question. What makes a successful village or successful 'real life' community? It is the very fact that these are questions that are applicable to non-electronic societies which led to our solution to the problem. If the same standards for success of society apply online and offline, is there a metric for the success of societies in general? Could this metric be quantified, and used to study electronic societies specifically? One such metric has already been developed. Across a variety of disciplines in the social sciences, a key way of conceptualizing and measuring the success of a relationship or group is to look at the level of trust and cooperation that exists. In fact, a well-defined set of models and methods has been developed to test the existence and dynamics of cooperation in social relations [9,12,14]. We have created a system that capitalizes on these methods to create a rich and extensible toolkit that can be used to better understand and develop successful electronic societies. PREVIOUS AND RELATED WORK The research area we draw upon from the social sciences is the cross-disciplinary work on social dilemmas. Social dilemmas are those situations in which an individually reasonable decision leads to collective disaster, that is, a situation in which everyone is worse off than they might have been otherwise. Models of social dilemmas capture this tension between individual and collective outcomes, and can therefore be used as a very powerful and broadly applicable probe to assess the level of cooperation and trust in a group. Since the 1950s, a large research literature has developed in this area (for reviews, see [9,12,14]). However, there has been surprisingly little current work that has applied social dilemma models to online interaction and electronic societies. A recent exception is Rocca's work that examined the difference between electronic and face-to-face communication [16]. In Rocca's research, a specialized system was built, and a specific experiment was run, to show the difference between online and face-to-face communities. What we have completed is instead a generalizable toolkit and methodology capable of capturing not only these basic differences, but differences created by interface or social factors within electronic societies themselves. The toolkit created, which we have named The Commons, allows and facilitates the usage of social dilemma paradigms to study electronic societies, as shown in Figure 1. THE COMMONS The Commons toolkit was created using the V-Worlds Platform, a robust and extensible framework for distributed persistent objects [18]. The V-Worlds system, specifically designed to facilitate the development of shared virtual environments, offered many advantages, namely, automatic communication between multiple clients, easy programming via scripting, convenient interface prototyping via Dynamic HTML, and integration with the World Wide Web. The fact that the V-Worlds Platform was designed specifically for the creation of shared virtual environments aided in the development process. In particular V-Worlds maintains the notion that multiple clients can be connected to a virtual room and that all clients automatically receive updates for any state changes to objects occurring within the room. Hence, much of the communication infrastructure was already completed, and creating the specialized types of communication for The Commons was often a matter of just a few lines of code. In addition, because of the modular nature of the platform, and the ability to modify objects even at run time, different behaviors could be easily prototyped. This created the ability to quickly and easily modify an existing environment to include The Commons, and to change experimental conditions with little change to the rest of the interface and user experience. Also, V-Worlds was specifically designed to allow world creation and modification in Active Scripting languages. This allowed us to create a toolkit which could be used easily by members of the sociology, psychology and design community without the need for dedicated developers. For example, to change the reward payoff for a social dilemma game, an experimenter must simply change a single variable in a JavaScript textfile. No knowledge of programming is required. Finally, the V-Worlds architecture, integrated in design and practice with Microsoft Internet Explorer, allowed us to create tools which could be run on the World Wide Web, allowing The Commons to run experiments efficiently and inexpensively which were not previously possible. Examples of these types of experiments would be those done over a great geographical distance, an extended period of time, or those wishing to use the large user population of the World Wide Web. The potential advantages of this platform for experimental research are detailed at the end of this paper. A set of interface elements, along with a related set of internal states and methods, were added to the V-Worlds system, to create a toolkit for the modeling of social dilemmas. For our initial studies, we chose to focus on an iterated Prisoner's Dilemma Game. The game is iterated in that partners play it repeatedly with each other. This allows relationship to build over the course of the experiment, and effects to be recognizable which might only occur over time. For our first study, we focus on the dyadic (2-person) version of the game, although future studies will examine the multiple person (termed N-Person) versions of the game as well. We also chose to use a continuous version of the game: in the classic Prisoner's Dilemma, subjects are given the dichotomous choice of cooperating completely or defecting completely. This is an unrealistic and restrictive assumption given that interaction usually involves degrees of cooperation [10,22]. For this reason, we permit a range of cooperation. The rules of this game are given in figure 2. Thus, the situation has the structure of a Prisoner's Dilemma: The greatest possible return comes from keeping all of one's points while one's partner contributes all 10 points (a return of 30 points -- the 10 original points plus the 20 points from the partner's doubled contribution). However, if both actors follow this strategy each will end up with only 10 points (having contributed none to each other) rather than the 20 points each could receive if each contributed all their points. Although this game was chosen as an initial social dilemma, other games can be easily modeled with the same toolkit by making simple scripting changes. However, this choice of a default dilemma model has several benefits. As opposed to discrete dilemmas where the only options available to players are to cooperate or defect, the continuous nature of this game allows experimenters to see more finely grained differences in levels of cooperation. Also, the simplicity of the game, as evidenced by the brevity of the instructions, allows the games to be run quickly without prior user training. Finally, the dyadic nature of the game allows experiments to be run without the necessity of coordinating or compensating large groups as in the polyadic cases. This also means that experimenters can control for many confounding variables present in group cases, concentrating instead on those variables the experimenters wish to study. Using this game, a module was created for V-Worlds that would provide all of the necessary affordances not only for the play of the game, but for the recording of any data that would be relevant to or of interest to the experimenter. Again in this process every effort was made to preserve the flexibility of the toolkit, allowing for changes in data presentation and recording to be made simply and easily in Active Scripting languages. Once the general toolkit was created and tested, scripts were created in order to test the validity of this approach by running a simple but important experiment. Using the Commons toolkit, we designed and implemented an experiment to study the effects of communication on levels of cooperation in online interactions. Specifically, we examine a particular form of online communication synchronous text chat and report on its effects in increasing trust and cooperation in online interactions. It is a common intuition that communication leads to more cooperative online relationships electronic society designers and maintainers are well aware that lack of communication ability can severely undermine attempts to create a successful community [1,20]. However, intuition is not proof, nor does intuition provide a precise mapping of the effects and dynamics of various forms of communication on cooperation. What is called for is a series of experimental studies that determine the effects of different kinds of information flows and how those effects change across time and across different interfaces. We begin this research agenda here. THE VALIDATION STUDY Introduction In this study, subjects played an iterated dyadic continuous prisoner's dilemma for seventy rounds. They did not meet each other face-to-face before, during, or after the game. Approximately half of the subjects who played were allowed to send text messages to each other (chat) during the game. The other half had no communication beyond what the game itself provided. Data was gathered on the contribution made by each player at each round, as well as data about chat message counts and contents. This data was then analyzed to determine whether there was a significant difference in the level of trust and cooperation between the two groups of subjects. Based on the previously cited work in the creation of electronic communities, we hypothesized that there would indeed be such a difference, with the group able to chat having the higher level of trust and cooperation. Therefore, we were interested in showing that The Commons could demonstrate this widely assumed fact to be true, and how descriptive it would be of its effect. Further, we used this experiment to check the validity of the approach in general by comparing contribution rates in the group without chat with other similar studies from social dilemma research which were not performed online. Subjects The subjects were 20 adults aged 26 to 54 years old (average=41.05). Approximately half of the subjects were men (n=12) and half of the subjects were women (n=8). They were recruited from a non-employee Microsoft subject pool, and only subjects with intermediate Internet skills and some experience with Microsoft Internet Explorer were selected to participate. In addition to the compensation related to performance in this specific experiment as will be discussed later, subjects received a gratuity of one Microsoft software package of their choice for participation. Procedure The subjects were randomly assigned to two groups. All factors were held constant between the two groups with the exception of the fact that one group (the chat condition) was given instructions and affordances for sending and receiving text messages with their partner during the experiment. Each participant, isolated from all other participants throughout the experiment, was given a preliminary briefing that their performance in the game would affect their reward upon leaving. Informed consent was gathered at this time. They were then given semi-random three digit user numbers which were used as monikers for the rest of the experiment to control for any effects real names might have created. Each participant then read a series of instructions using HTML Web Pages. These instructions explained the rules of the game and that it would continue for "approximately 100 rounds". In addition, these instructions were written to reinforce that a subject's success in the game would affect their compensation, and included a test of understanding, which the subjects were required to complete correctly before continuing. Once both the subject and their partner had completed the instructions and test of understanding, they began to play the game using the interface shown in Figure 3. During the game, each player's contributions, as well as any chat interaction, was recorded for further study. Play continued without interruption for 70 rounds, at which time the game was ended without warning to avoid end-game effects [2]. Each participant then completed an electronic questionnaire containing background and impression data, as well as other measures of interest to the experimenters. Next, each subject was interviewed and asked open-ended questions about their experience. Each was then given extra compensation in the form of gift certificates based on their final score in the game, thanked for their participation, and given their software gratuity. Results Analysis of the post-experimental questionnaire provides evidence that the subjects were motivated to earn as much as possible (mean = 5.50; seven point scale), rated the instructions they received as very clear (mean = 6.89), and enjoyed participating in the experiment (mean = 5.00). None of these scores differed significantly between the two experimental conditions. At the conclusion of the experiment, the data was analyzed for both group differences and trends with time. Therefore there was more than one hypothesis being tested. Due to the small sample size, it was assumed that we would not reach levels of statistical certainty. However, the results, as shown in figures 3 and 4, were clearly compelling, and statistical analyses were performed to determine whether the differences both between and within conditions could be shown significant. Statistics for pairs of participants were averaged to account for the dependency between partners. Descriptive statistics showed clear differences between the groups, henceforth labeled as chat and no-chat. The means were 8.10 for chat and 4.38 for no-chat. Medians were 10 and 3.25 respectively. It was also noted that the variance was much higher for the condition without chat, 17.14 as opposed to 8.84. Due to the small number of participants, this difference approached, but did not reach, signficance,  F(1,8)=3.00, p(.12. However, using more appropriate statistical approaches, several results could be shown to a level of proof. The data seemed to suggest that cooperation decreased over time in the no-chat condition, while remaining stable in the chat condition. To test this, repeated measures anova tests were performed to test for the main effect of blocks of rounds across time. For these tests, rounds were considered in fourteen blocks of five. For the no chat condition, round block had an effect of significance, F(13,52) = 3.06, p<.01. For the chat condition, there was no significant effect of round, F(13,52) = 1.06, p(.41. Combining these results with the graphs of figures 4 and 5 showed these hypotheses to be true. Finally, although the overall between-subjects difference was not strongly statistically significant, the interaction effect between condition and round was. Precisely, the effect of chat on cooperation rates as compared to that of no-chat differ across the trials, with chat having an increasing relative effect over time. Another way of stating this is that the difference between the two conditions increases over time, F(13,104) = 2.19, p<.02. These results showed that The Commons was not only able to show the difference in trust and cooperation which communication provided, but was able to prove it to a higher bar than was needed, namely statistical significance. OTHER FINDINGS Another key set of results comes from the post-experimental questionnaire. Subjects were presented with the four possible extreme outcomes of the game (mutual cooperation, mutual defection, exploitation of partner, exploitation of self), and asked to rate the desirability of each outcome on a 7-point scale. These questions are one way of assessing the subjects subjective transformation [7] of the game, that is, the subjective ranking that a person assigns to an outcome, which may, of course, be different than the objective payoff. Figure 6 displays the mean rating for the four outcomes for each experimental condition. Note that in both conditions, mutual cooperation is ranked more highly than exploitation of partner, even though exploitation of partner (I contribute nothing while my partner contributes all 10 points) results in the greater number of points. Note that subjects in the chat condition compared to the no-chat condition are much more dissatisfied with an outcome of mutual defection or an outcome of successfully exploiting ones partner. In other words, the subjects in the chat condition have a greater EMBED MSGraph.Chart.8 \* MERGEFORMAT \s Figure 6. Effect of chat on subjective preference structure. relative preference for mutual cooperation. Finally, in the post-experimental questionnaire, the subjects were also asked to evaluate their partner on 16 bipolar scales. Interestingly, subjects in the chat conditions rated their partner more favorably on all of these dimensions. A number of these differences approach or reach statistical significance: Subjects in the chat condition on average rated their partner as more helpful than subjects in the no-chat condition (p = .002), more flexible (p = .056), more rational (p = .068), and more honest (p = .088). Collectively, these results demonstrate the manifold effects of synchronous text chat on online interaction. This initial experiment also demonstrates the usefulness of the Commons toolkit for rapidly designing and implementing experimental studies that can be used for both theoretical research and the practical evaluation of different designs for online communities. VALIDITY CONCLUSIONS This experiment was also conducted as a validation of The Commons methodology and software, and this toolkit has passed a two-pronged test for validity. First, these results are comparable to previous studies using the same game with other subject populations in other settings [11]. This allows its results to rely on the healthy and growing field of community research in the Social Sciences. Second, the toolkit is able to discover differences in levels of trust and cooperation due to changes in interface. Therefore, the study has shown that the methodology of The Commons is valid, and the toolkit implementing it is correct. Now we turn our discussion to its usefulness. DISCUSSION Currently, when evaluating features for online communities, two methods are primarily used. As we will see, although reasonable, both of these methods have severe drawbacks. With the commons, we have provided a novel tool which can not only act as its own method for this task, but can supplement these other methods to increase their effectiveness and minimize their drawbacks. The first method used for evaluating and choosing features is comparative history. This involves a community designer looking at existing successful communities and trying to take features from them which they believe have helped lead to the community's success. An example would be a designer, upon seeing that the Stacy Horn's ECHO community uses real world user names [6], and deciding that ECHO is successful, decides that real world user names are thus important for community building. This method has many obvious disadvantages. First and foremost, there is an important inductive step which, instead of being examined and proven, is left to the 'gut feeling' of the designer. In this step, a determination is made about which features of the almost limitless feature list in an electronic society are having positive effects on the society itself. Even if the designer guesses correctly, there is no way for them to test for themselves or prove to others that their choice is correct. This can be shown in our ECHO example. It is possible that the success of ECHO is not helped, indeed it may be hindered by the use of real world user names. This negative effect may be obscured by the fact it is run by Stacy Horn, which may or may not be an advantage, but may vary the success of the community so widely that the presumably smaller effect of real world user names is hidden. With The Commons, the designer's hypothesis could be tested. It would be possible to run The Commons using real world user names (or some variation) and aliases, and compare the scores. The designer would then not only know, but also be able to prove that real world user names have a positive or negative effect on community building. Of course, as will be discussed shortly, it is not only single features that can be compared using The Commons. Synergistic effects are also measurable using this toolkit. The other approach currently used in choosing features is intuition and elegance. This includes choosing features from fictional works, and novel features, simply because they appeal aesthetically or 'should work'. An example of this would be a community builder including a live video of each user's face because 'people use facial expressions to communicate all the time'. Of course, this approach also has disadvantages. Before the community is built, and, as we showed in the first case, even after it is built, it is impossible to tell whether this feature is useful for community building. The Commons again can help to solve this dilemma. Simply by running an experiment where the presence of this affordance is the independent variable, this argument can be solved. This can also help to develop novel affordances and community features, as it is now possible to test them without building an entire community. Of course, it is not necessarily single factors which are combined to create a successful electronic society. It is widely believed that more synergistic or holistic views are also important. The creation of an online society may be more like making a good recipe than constructing a sound building, where it is the interplay between the ingredients which lead to a sum greater than its constituent parts. The Commons allows for those taking a more synergistic view of community creation to perform experiments as well, in turn providing them with useful data. For example, although it might be shown that the use of real world user names do in fact help in creating a successful online society, it may be true that this effect changes in degree or even direction when combined with other features. Thus it may occur that when combined with other features such as those found in support groups for socially sensitive diseases such as alcoholism, they have the opposite effect. It would be possible using The Commons to use an actual community confronting these issues to test this hypothesis. As stated earlier, the V-Worlds architecture gives The Commons a modular design which is compatible with modern operating systems and the World Wide Web. Therefore, using the actual community, be it web-based or not, The Commons could be run in either the same browsing window or on the same computer, connecting the same participants. If the community used pseudonyms, then The Commons could be easily configured to transmit the users' names to their partners, otherwise, it could be used to mask their names by interacting with the community software. Then, subjects could be run in a condition with and without real world user names. The results of this subject could aid the designers or developers in their decisions about this compound effect. As a final comment, it is important to point out the significance of this flexible platform as a general tool for experiments in the social sciences and the human-computer interaction field in general. The creation of a "virtual lab" that links subjects across the web represents a key advance in the way social science experiments are conducted, with implications that extend well beyond this initial research application. A Web-based lab addresses a number of limitations in current research [13]: Research on large groups. The ability for hundreds or even thousands of subjects to participate simultaneously opens up for the first time experimental research on collective action in large groups. Increased sample size. The ability to recruit from a much broader population, and to run hundreds of subjects simultaneously from a single Web-server, also removes current constraints on sample size. Reduced selection bias. A Web-based laboratory does not need to be located on a college campus, or even in the same country as the experimenter. Experimenter effects. A Web-based lab allows subjects to participate from their own homes and offices, free from surveillance by the experimenter. Social pressures against selfish behavior can then be manipulated, free from contamination by the uncontrolled effects of participation in a physically constrained space controlled by an authority figure. CONCLUSIONS The Commons is a methodology and toolkit to aid in the design and study of online societies. We have discussed the foundations which led to the idea, and explained the design decisions made along the way to its completion. We have shown that this methodology is valid, and that the toolkit produces results comparable to the existing social science literature, by performing and analyzing the results from a user study. Finally, we have examined its usefulness in the design of successful electronic societies by showing its advantage over those methods most often used today. ACKNOWLEDGMENTS [WITHHELD FOR REVIEW] REFERENCES Abela, A., and Sacconaghi, A., Value Exchange: The Secret of Building Customer Relationships On Line. The McKinsey Quarterly 1997, Number 2 Axelrod, R. The Evolution of Cooperation. Basic Books, New York, 1984 Coate, J. Cyberspace Innkeeping: Building Online Community. Available at http://www.gopher.well. sf.ca.us:70/0/Community/Innkeeping Glaser, M. Building Online Communities. New Media, March 3, 1997 Hardin, G., The Tragedy of The Commons. Science. 162:1243-48, 1968 Horn, S. Cyberville. Warner Books, Inc., New York, 1988 Kelly, H. Interpersonal Relations: A Theory of Interdependence. Wiley and Sons, New York, 1978 Kiesler, S., Sproull, L. and Waters, K. A Prisoner's Dilemma Experiment on Cooperation With People and Human-Like Computers. Journal of Personality and Social Psychology 1996. Vol. 70, No 1, 47-65 Kollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Kollock, P. An Eye for an Eye Leaves Everyone Blind: Cooperation and Accounting Systems. American Sociological Review 58(6):768-786. 1993. Kollock, P. Cooperation in an Uncertain World: An Experimental Study. Sociological Theory and Methods 8(1):3-18. 1993. Ledyard, J.Public Goods: A Survey of Experimental Research. In Kagel, J. and Roth, A. (Eds.), The Handbook of Experimental Economics. Princeton University Press, Princeton, NJ, 1995 Macy, M., Kollock, P. and Yamagishi, T. The 'Tiger's Cave' Experiments, Cornell University Working Paper, 1997 Messick, D and Brewer, M. Solving Social Dilemmas. In Wheeler, L. and Shaver, P. (Eds.), Review of Personality and Social Psychology. Sage, Beverly Hills, CA, 1983 Olson, M. The Logic of Collective Action: Public Goods and the Theory of Groups. Harvard University Press, Cambridge, MA, 1965 Rocco, E. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. Sally, D. Conversation and Cooperation in Social Dilemmas: A Meta-analysis of Experiments from 1958 to 1992. Rationality and Society, 7,58-92, 1995 Vellon, M., Marple. K., Mitchell, D., and Drucker, S. The Architecture of a Distributed Virtual Worlds System. Proceedings of the 4th Conference on Object-Oriented Technologies and Systems (COOTS). April, 1998. Wellman, B. and Gulia, M. Net Surfers Don't Ride Alone: Virtual Communities as Communities. In Kollock, P. and Smith, M. (Eds.), Communities in Cyberspace. University of California Press, Berkeley, CA, 1998 Whittle, D. Cyberspace: The Human Dimension. W. H. Freeman and Co., New York, 1997 Wyer, R. S. "Prediction of Behavior in Two-Person Games." Journal of Personality and Social Psychology 13:222-238. 1969. Yamagishi, Toshio. The Provision of a Sanctioning System as a Public Good. Journal of Personality and Social Psychology 3:51-87. 1986.  An additional pair of subjects were dropped from the analyses when it became clear that they did not understand the experimental instructions  This method of assessing transformations follows [7] and [20]. Subjects' answers to questionnaire items such as these have been shown to be predictive of their actual choice behavior in games involving money [20].  Subjects were asked to indicate their overall impression of their partner on the following scales: intelligent-unintelligent, dishonest-honest, fair-unfair, unlikable-likable, rational-nonrational, untrustworthy-trustworthy, powerful-weak, kind-unkind, unfriendly-friendly, rigid-flexible, aggressive-unaggressive, helpful-unhelpful, cooperative-competitive, cold-warm, sincere-manipulative, selfish-unselfish. Figure 2. Instructions for the iterated dyadic continuous prisoner's dilemma. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same.  EMBED Excel.Sheet.8  Levels of Trust and Cooperation Present Effect of Chat on Average Contribution 0 1 2 3 4 5 6 7 8 9 10 1 4 7 10 13 16 19 22 25 28 31 34 37 40 Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each. Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 1. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the design and analysis of electronic societies. 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M43*#M!  M! M4% M3O~Q ,Block of Five Rounds'4% ;^MZ3OQ ,Average Contribution'4523  NM43" T 83OT `2% !M3O&Q423 M NM4444% PsM03O&Q AEffect of Chat on Average Contribution - By Blocks of Five Rounds'44ee@Q@x&1 @@#@zG@ ,+~@> ףp=@ ףp= @@V @Q@p= ף @HzG@it3% @HzG@ 3 @Gz@ = ףp=@ ffffff @ \(\ @ (\@ q= ףp!@ p= ף@ Gz @ HzG @ Gz@ Gz@e> Gz  IMHP LaserJet 5Si/5Si MX PSw odXX}w0zѪRdCustom page 1BBCustom page 2BBCustom page 3BB"dXX??3` 4#` 4#` 4#(  jB  0D@jJ ]` 0 0 3 d FF3Q H"Difference in Average ContributionQ ;::GQQ3_  NM   4E4D$% !M 3O&Q4$% !M 3O&Q4FA 7 3Oz$ E 3 b+MZ!  M43*N#M!  M! M4% zM3O(Q Round'4% ;^MZ3Ou&Q &Chat Minus NoChat'4523  NM43"  3O <% !M3OQ4444% PM03O&Q'44Fee?033333??033333?@33333ӿ@233333 @Q@ Q@ 433333@ gfffff@ gfffff@ 433333 @433333 @V-@ڻ?ޫV@@i@@@@233333@@ @ffffff @433333@\(\@@433333@@@ 433333@!gfffff@"@#ffffff@$@%@&\(\ @'48EG@(J&@)@*433333@+@,@-ffffff@. @/433333@0@1 @2 @3ffffff @4 @5@6333333@7@8433333@9@:333333@;433333@<@=ffffff@>ffffff@?ffffff@@@A@B@Cffffff@D@E433333@e> E4333  Chart2  IMHP LaserJet 5Si/5Si MX PSw odXX|zѪRdCustom page 1BBCustom page 2BBCustom page 3BB"dXX??3` 4#` 4# ` 4# ` 4# 0 0 3 d`, 3Q H"Difference in Average ContributionQ ;QQ3_  NM   4E4D$% !M 3O&Q4$% !M 3O& Q4FA ? 3Oz D 3 b#M!  M43*#M!  M! M4% vM3O~& Q ,Block of Five Rounds'4% ;^MZ3Ou& Q &Chat Minus NoChat'4523  NM43"  O3O Ou>% !M3O&Q423 M NM4444% PM03O& Q ~=Difference in Average Contribution - By Blocks of Five Rounds'44eezG? rh@< ףp=@Cς @(\(@$C @@(r@aR@ Gz@ p= ףp@ (\@ Q@ ףp= @e> ףp=  IMHP LaserJet 5Si/5Si MX PSw odXX /ЯzѪRdCustom page 1BBCustom page 2BBCustom page 3BB"dXX??3` 4#` 4#` 4# (  jB  0D o + ]`0 0 3[dd 3Q  With ChatQ ;Q ;Q3_ '  MM<4E4 3Q  Without ChatQ ;Q ;Q3_  "  MM<4E4D$% M 3O&Q4$% M 3O&Q4FAe 3O,uH 3 b#M-!  M43*N#M!  M! M4523  NM43" 44c319?3O% M3O&Q444% iOM3O&Q 0Descriptive Statistics'44eMeanMeanMedianMedianModeMode Std. Error Std. Error Std. Dev. Std. Dev.VarianceVarianceeW21 @Q@$@ @$@5^I ?d;O??W@ԛ5q@VW!@Sw#1@e> SwѠ[d  IMHP LaserJet 5Si/5Si MX PSw odXXVzѪRdCustom page 1BBCustom page 2BBCustom page 3BB"dXX??3` 4#` 4#` 4#0(  jB  0D o ' ]`0 0 3[dd 3Q  With ChatQ ;Q ;Q3_ '  MM<4E4 3Q  Without ChatQ ;Q ;Q3_  "  MM<4E4D$% M 3O&Q4$% M 3O&Q4FAe 3O,uH 3 b#M-!  M43*N#M!  M! 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Contribution - blocks of 5 DescriptivesDescriptives - blocks of 5 Charts 6> _PID_GUIDAN{86DBB126-4648-11D2-98D8-00C04FC299FB} FMicrosoft Graph 97GBiff5MSGraph.Chart.89q FMicrosoft Graph 97GBiff5/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT >" bRP_Wo2'1Table|_967231815/+FDDOle PRINT*-lComputing, Computer-Mediated Communica"^"There has been much written about how to make""Rocco, R"^" Trust Breaks Down in Electronic Contexts but"0"Proceedings of CHI '97"^" (Los Angeles CA, April 1997), ACM Press, 496" "502.""Roberts, T.L"N" Are Newsgroups Virtual Communities? " "360" "367"J"Teresa Roberts has called "Communit" "the "^"y factor" is equivalent to the level of trust""which"("le have asserted a"$"Aristotle remark"^"However, very little has been written about w"X" [various citings e.g. Kollock, Kim, etc.]"^"In this paper a novel methodology and toolkit"^"allows experimenters and developers for the f" "and""successful ""named" "of "*"em to electronic so""" in a novel way"@" first proposed by Dr. Drucker"D"completed at Microsoft Reserach ""demonstrated" "uch written ab"^". It is commonly understood that this success"$"[trust chipaper]"$"[Aristotle cite]"^"More importantly, this metric can not only be"4" be measured using a fam"2", Methology, User Study" ", M" "ies""do""Finally,"""Social Dilemmas"&:'k[&*@p.'k 0@h hOJQJo( [,@,Normal $PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  !GTimes New Roman5Symbol3& Arial;"Helvetica3Times("[Kollock arspaper]"^" These experiments model the tension present """the pursuit of "^" For a review of the past, present and future"^" It is enough here to understand that these e"$" For an understa"@" in non-electronic communities" "had "^"We then show a system which capitalizes on th""used ""hypothesized""created"^"to better understand and develop electronic s"&:'k[&*@p.'k 0@h hOJQJo( [,@,Normal $PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  !GTimes New Roman5Symbol3& Arial;"Helvetica3Times^" In Dr. Roberts' work, a specific experiment " " and justified"&:'k[&*@p.'k 0@h hOJQJo( [,@,Normal $PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  !GTimes New Roman5Symbol3& Arial;"Helvetica3TimesB"TRUST AND COOPERATION AS METRIC"^"The idea that this metric is equivalent to th""THE COMMONS"F"nt object system, previously deve"^"Manny Vellon, Kirk Marple, Don Mitchell and D""V-Worlds"P"First, since V-Worlds facilitates acce"6"rst, since V-Worlds allow"6"+ a bunch of sociologist " "nli"D"specific system was built and a "."not only these basic "^", but difference created by interface or soci""successful "^"This allowed us to create a toolkit which cou"^", allowing The Commons to run experiments whi"^"A set of interface elements, along with a rel""iterated "^". The rules of this game are given below in f"<,$,@@=-G'=-G%}4,, -G'$ -G$2 ;&:'k[&*@p.x"'k" 0@h hOJQJo( [,@,Normal $PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  ! W` Strong5GTimes New Roman5Symbol3& Arial;"Helvetica3Times=-G$)=-G$'>.&   r@@@@@@ "n " -G& ^"Although this game was chosen as an intial ba""simple " " However, this" " Ho"" game as""default" "def""ial dil" "ma "^"this choice of a default dilemma model had se""benefits"^"As opposed to discrete dilemmas where the onl"^"the simplicity of the game, as evidence by th"^"dyadic nature of the game allows experiments ""game,"`k  `k`@ affordances|_b϶06LbWĶ0Lb(g((S0&%0 \" correctness using the following experiment."^"the validity of this approach by running a si" "THE EXPERIMENT">". In this experiment, we show";&:'k[&*@p..'k. 0@h hOJQJo( [,@,Normal $PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  ! W` Strong5GTimes New Roman5Symbol3& Arial;"Helvetica3Times4"athered on individual co""contents."^"there would indeed be such a difference, with"N"rch, we used this experiment to check"^" by comparing contribution rates in the condi"$"he subjects were";&:'k[&*@p..'k. 0@h hOJQJo( [,@,Normal $PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  ! W` Strong5GTimes New Roman5Symbol3& Arial;"Helvetica3Times "ate""23"^"ly half of the subjects were men (n=13) and h"4" aged 26 to 54 (average=""41.05)""years old"^"the compensation related to performance in th""Procedure";&:'k[&*@p.'k 0@h hOJQJo( [,@,Normal $PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  ! W` Strong5GTimes New Roman5Symbol3& Arial;"Helvetica3Times^" were held constant between the two groups wi"^"Once both they and their partner had complete"^", they began to play the game using the inter"" (figure 2)""" at Los Angeles"^" They are then given semi-random three digit "D4,,  -8$P1  -8$. ? @@  G6$&  > ?G'$  > ? |3+, C-Gc$$' `@@@@@  -8$mr.  -e$r.  -G$|r.  -$r.  -$r.  r    @   @             - G$0    - GC 0  B     @      G,.0  > ?$r.  > ? =-G-/=-G-1 r    @   @             ^" and that it would continue for "approximatel"J" these instructions were written to""a subject's"^"Play continued without interruption for 70 ro"^"During the game, each players contributions, "^" without warning to avoid end-game effects as"^"Each participant then completed an electronic" "Next""Each was then""Results";&:'k[&*@p.$'k $ 0@h hOJQJo( [,@,Normal $PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  ! W` Strong5GTimes New Roman5Symbol3& Arial;"Helvetica3Times"10"" (figure 3)"D4,,      - s8/(    - 8/$    - 8(     - (    - (    - (    - (    N.8 h' (        - `'    - `'            - 8p+]#    - 8+p    - 8+   7 @@ C CGc$$'  > ?GT$  > ?  ` @    @   @  @@  @0(,      - Gc$$'     N.8 \ u! 8+p      .& ? ?         =- > u!=- )u!=- )+u!             "over"  y<           y0(,   -)+: X"Comparison With Other Experimental Results"           !"#%&'()*+,-./012345678:;<=>?@ABCDEFGHIJKLMOPQRSTUVWXYZ[\]^_`abdefghijklmnopqrstuvwyz{|}~Y ^ bjbjWW ( ==»]>>>@@@@ClE,@AIHJHJHJxQhhh$/#,>hxQhhh,HJxQjIJh (-HJ0>xQ@@h>>xQ>I,ŦE@@&351Guidesinstructionsauthor's kitconference publicationsAs researchers and developers attempt to create these societies, they must struggle with several basic questions -- What makes an electronic society successful? Is there even a quanitifiable scale on which to measure this success? To answer this callSchwartz, M., and Task Force on Bias-Free Language. Guidelines for Bias-Free Writing. Indiana University Press, Bloomington IN, 1995Proceedings of CHI '97 (Los Angeles CA, April 1997Mackay, W.E. Ethics, lies and videotape, in Proceedings of CHI '95 (Denver CO, May 1995), ACM Press, 138-145 Roberts, T.L. Are Newsgroups Virtual Communities? , in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. 496502whatle have asserted and shown that Aristotle remarked that the man rious citings e.g.rious citing[In this paper, we describe the formatting requirements for the CHI Conference and offer a number of suggestions on writing style for the worldwide CHI readership.]and design of electronic societytcalledem to electronic societies,shownudy completed at Microsoft Reseruch written about how to make a communityAristotle remarked that [a quote about the common greens]. quanitified be measured using a laboratory [electronic societies are growing].INTRODUCTION , Methology, User Studyyand thenIn social dilemmas,Social Dilemmas [Kollock arspaper]. review For a argueshowty. We then created a system PREVIOUS AND RELATED WORK socitiesTrust and Cooperation as Metric Trust and Cooperation as Metric This idea itselfTRUST AND COOPERATION AS METRIC nt object-orientedv-worldsFirst, since it was ffered many advantages. First, since V-Worlds facilitates nline and face-to-face communityworld wide webWe hypothesized that this metric, which Teresa Roberts has called the "Community factor"[trust chipaper], is equivalent to the level of trust and cooperation in the community. We then created a system which capitalizes on this simple equivalence to create a rich and extensible toolkit which can be used to better understand and develop successful electronic societies. LEAVE BLANK THE LAST 2.5 cm (1) OF THE LEFT COLUMN ON THE FIRST PAGE FOR THE COPYRIGHT NOTICE. Instructions for the game:At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amou    =-))+i+=-)@&+'- ;&:'k[&*@p.h''kt' 0@h hOJQJo( [,@,Normal $PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  ! W` Strong5GTimes New Roman5Symbol3& Arial;"Helvetica3Times  *"        7     @@    C CGc$$'  > ?GT$  > ? - ""in a community ""e V-Worlds"F" with Microsoft Internet Explorer" "were" "were""ed"         ^"[replace this with about a page of discussion"      ,$  0e  N>6D   @0( `        `  =- )62+3<,$,@    8"CONCLUSIONS AND DISCUSSION";&:'k[&*@p.%'k% 0@h hOJQJo( [,@,Normal $PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  ! W` Strong5GTimes New Roman5Symbol3& Arial;"Helvetica3Times^" However, it should be clear that The Commons"=-~'E!=-u*E!=-8+E!=-k+E!/ /^"This allows its results to rely on two millen"X"this social dilemma research. Second, the "^"toolkit is able to discover differences in co"" at this time"."discover differences ""VALIDITY ";&:'k[&*@p.5'k6 0@h hOJQJo( [,@,Normal $PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  ! W` Strong5GTimes New Roman5Symbol3& Arial;"Helvetica3Times"these methods"^"evaluating and choosing features is compariti"". "^"This involves looking at existing successful "."a community designer "^" they believe have helped lead to the communi":"the Stacy Horn's Echo commu" "the"        ^" uses real world user names, and that is succ"  r   @@          ^"real world user names are thus important for "^"left to the 'gut feeling' of the designer. In","n electronic society"^"This can be shown in our example. It is possi" "he use of real"" b"^"which may or may not be an advantage, but may"^" With The Commons these drawbacks can be over"^"so widely that the presumably smaller effect ""obscured"^" to run The Commons using real world user nam""currently "8" is intuition and elegance"^" This includes choosing features from fiction":"f each user's face because "^"Of course, this approach also has disadvantag""or"^" it is built, it is impossible to tell whethe"^"Simply by running an experiment where the pre"^"affordance is the independent variable the ar"*@  ^"Alex Colburn, Greg Kimberly and the rest of t"^". Therefore, the study has shown that the met""ECHO ""millennia""Then,""and validity "^"Finally, its applicablity and directions for ";&:'k[&*@p.;'k; 0@h hOJQJo( [,@,Normal $PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  ! W` Strong5GTimes New Roman5Symbol3& Arial;"Helvetica3TimesGG  GGGDrucker` g|_b϶06LbWĶ0Lb(g((S0&%0"We have"^"The Commons is a methodology and toolkit for "^"We have explained the foundations which led t"^" Finally, we have shown its usefulness in the""and support ""unmatched ""Kollock, P"^" Social Dilemmas: The Anatomy of Cooperation."8"Annual Review of Sociology"" 1998"". 24:183-214""the Commons ""primarily ""upon " "cca""'s""Rocca's""newsgroup" "which examined"^"[Start with a description of different people"4" ajk,rhein,look up more!" "pla""ce"("specialized system"^"There is little question left in Sociology th""of the field "^"What does it mean for an electronic society t"^"Many researchers have simply used community a"^"a survival-of-the fittest approach, where the""success"&"the fittest appro" "] -""ittest a" "the effect of "^"hat success can be measured in terms of "vill"^"how well they "resemble 'real life' communiti"*"[Wellman and Gulia]"^"This method begs the questions. What makes a " "Some"^"However, it is this last group which lead to "^"is there a metric for the success of societie" "Ind"^"Upon studying the existing literature, and co"^" The success of a community, online or offlin"" o"x @ @@ @@ -G4CE       -Ii-= "in figure 1.""recent "^"of the Microsoft Research Virtual Worlds Grou" "are" "not" "of " "are""dicussed,"^"design, development and testing techniques fo"  - G"=  ^"Since it would have been impossible to use a "^"group differences and trends with time. There"X"However, the results as shown in figure 3,"^" were clearly compelling, and statistical ana"^"PETER - ANY THOUGHTS?][HUNTER ALSO LOOKED UP " "from"^" Therefore, we were interested showing that t">"from social dilemma research ""[AJK]""ss"    `     0e  "made" " at each round" "in ""demonstrate""performed"              -sB"       -4o"  -4],8  ->/x  -+&  -v 4" (STILL TO BE REWRITTEN)""Drucker"6"[NAMEWITHHELD FOR REVIEW]""does not""measured"^"It is the very fact that these are questions ""this area"8"[NAME WITHHELD FOR REVIEW]""ha"$"One historically"^"The measurement considered histroically valid" "for""is"", ""present in ""this metric"&"nd used to study "0" community is not new."^", first proposed by Flood and Dresher in 1950""odel the tens"2"performed in the 1950s,""successfully"^"They do this using simple games to model the " " A " -48 ^"Since these tools were to be used primarily f""These ""The Commons""is""toolkit was"" et. al" " et "^"For instance, to create a new user environmet"N"This includes not only the abaility. "^" specifically to aid in the development of mu"" t"*"The Commons is the "^"The design lineage of The Commons is given in" "this""izeable "^"The Commons, the toolkit created, allows and ""toolkit ""for the""designed""creation"^"For example, to change the reward payoff for "^" Examples of these types of experiments would"^", to create a toolkit for the modelling of so"^"In choosing an initial type of basic social d"^"Iterated refers to the fact that the same gam"^"Dyadic means that the game involves two playe"^"Given this set of constraints, a specific gam""Given "2", a specific game was u"" t"". " -iS+ "experimenters"^"those variables the experimenters wish to sty"^" Of course, this result itself, although neve"^", community designers and maintainers are wel"", electron"^"ine attempts to create a successful community""NETGAIN].""VALEXCHANGE""[WHITT" "le]""LE"^" Therefore, it is important to keep in mind t"^"this experiment is not presented here as a no"         "any ""have created"  - G (    - GGw3  K   -v+   - G1  "in Figure 3."td\\      -p/M2                      -88+6      -8(+u7   - y\+    - ~8    - Br8    - 9    - 8    - 8    - `8   -8+6 " and 4" ".25"^" Statistics for pairs of participants were av"6"17.14 as opposed to 8.84."^"For this test, rounds were considered in bloc" "no "" 8"" effect of s"" e""3.06, p<.01"^" For the chat condition, there was no signifi" ".41"R". This showed these results to be true."^"Finally, although the overall between subject""13,52""(13,52":"statistically significant, "" overall b""strongly ""F(""13,104)="^" Due to the small number of participants, thi"^".12. However, using more sophisticated statis""block "^"Combining these results with the graphs of fi""showed the"B"the interaction effect between "^" condition and round was. Precisely, the effe"^"What are we looking at? Do I need to bluff th" -8+6  -8+8  -8+8 L"on the healthy and growing field of ""community"2" in the Social Sciences" "se methods hav""[CYBERVILLE]""deciding ""successful "^"electronic society. It is widely believed tha"^"The Commons allows for those taking these kin"^"although it might be shown that the use of re"" like" "like"^"they have the opposite effect. It would be po"^" issues to test this hypothesis. As stated ea","WITHHELD FOR REVIEW]"2"synergistic or holistic""greater"" [cites]" 5-8  "that of "^"Kiesler, S., Sproull, L. and Waters, K. A Pri"^"Journal of Personality and Social Psychology "0". Vol. 70, No 1, 47-65""Horn, S. ""Cyberville"L". Warner Books, Inc., New York, 1988""Glaser, M. ":"Building Online Communities"". " "New"" Media, """, March 3, 1997""Coate, " "J. "^"Cyberspace Innkeeping: Building Online Commun"". ""Web Site"", ""http://www." "epi"&"B. and Gulia, M. "". " "in "6"Communities in Cyberspace"". "^"University of California Press, Berkely, CA, "H"Kollock, P. and Smith, M. (Eds.), "N"Marple. K., Mitchell, D., Drucker, S." "and "^" The Architecture of a Distributed Virtual Wo""ri" "[FILL IN CITE]"2"Rationality and Society""", 7,58-92. 1995"^"Abela, A., and Sacconaghi, A., Value Exchange":"The McKinsey Quarterly 1997"", Number 2"B"Cyberspace: The Human Dimension"". "L"W. H. Freeman and Co., New York, 199"."the previously cited ""[axelrod]"<"The Evolution of Cooperation""". Basic Books, " "New York, 1984">"[kollock] [ledyard][messnick]"^", including economists, sociologists and psyc""[kollo"B"ck][ledyard][axelrod][messnick]""hardin""kelley""olson" ". In"8" Kagel, J., Roth, A. (Eds)" " Kag"", "P"The Handbook of Experimental Economics"". "^"Princeton University Press, Princeton, NJ, 19"Z"Review of Personality and Social Psychology"&" Wheller, L. and ""Shaver, P.,"@" Sage, Beverly Hills, CA, 1983"K\:'k[&*@p.|'k| 0@h hOJQJo( [,@,Normal $PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  ! W@ Strong58Y@8 Document Map-D OJQJGTimes New Roman5Symbol3& Arial;"Helvetica3Times5& :Tahoma      !"#$%&'()*+,-./0123456789:;<=>?@ABCDFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~K\:'k[&*@p.|'k| 0@h hOJQJo( [,@,Normal $PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  ! W@ Strong58Y@8 Document Map-D OJQJGTimes New Roman5Symbol3& Arial;"Helvetica3Times5& :Tahoma"Science"*". 162:1243-48, 1968"^"The Logic of Collective Action: Public Goods "^". Harvard University Press, Cambridge, MA, 19"^"Interpersonal Relations: A Theory of Interdep"D". Wiley and Sons, New York, 1978""Sally"^"One such metric does in fact exist. A histori"L"The toolkit which we created, named "."V-Worlds Platform, a "^"framework for distributed persistent objects."",namely, "", "^"automatic communication between multiple clie""Platform"^"In particular V-Worlds maintains the notion t" -Dv+$ ^"In addition, because of the modular nature of"<"an extended period of time, " "World Wide Web""defection""cooperation"^"a more synergistic view of community creation"H"and provides them with useful data""discussed"" idea"&"produces results "^"comparable to the existing social science lit""examined";                >6D  "will""e way to " "m a "^"Using The Commons, experimenters and designer""novel ""HTML Web" "were" "were""these"&"Social Interfaces"."Community Computing, "4"Empirical (Quantitative)"""Social Dilemmas""commonly"<"In This paper, we introduce "", which""first ""its inception"^"Next, we describe the system itself. We then ""shows " "the"""of The Commons " >6D  -E!= &"The idea that thi" -EV%5  -E7 K\:'k[&*@p.p"'k|" 0@h hOJQJo( [,@,Normal $PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  ! W@ Strong58Y@8 Document Map-D OJQJGTimes New Roman5Symbol3& Arial;"Helvetica3Times5& :Tahoma 91D                               r$!%b$j$  b$j$b$polyadicgH|_b϶06LbWĶ0Lb(Hg((S0&%0 8  @ Kollock` gH|_b϶06LbWĶ0Lb(Hg((S0&%0^"In this study we examine a particular form of" "Next"^" Finally, we discuss the importance of this p"H"has in fact already been developed"X". Across a variety of disciplines in the s"". "^"In fact, a well defined set of models and met""these methods"^"The research area we draw upon from the socia"""social dilemmas"^". Social dilemmas are those situations in whi" "s o""of""therefore "^"as a very powerful and broadly applicable pro"&"For reviews, see "^"However, there has been surprisingly little c""research"T"The Commons, the toolkit created, allows" "opulation of t" "In the classic"^" Prisoner's Dilemma, subjects are given the d"^"For this reason, we permit a range of coopera"@JBD   "sally]":"the previously cited works " "OTHER FINDINGS" \V'k[&|k^*@p.@h.`'k|k^l 0@h hOJQJo( [.@.Normal $1$PmH J@J Heading 1 $(5CJKHOJQJkH'*@* Heading 2CJ,@!, Heading 356<A@<Default Paragraph Font8&@8Footnote ReferenceH*(O(Author5CJFOF Paper-Title $x5CJ$OJQJkH'0O"0 AffiliationsCJ6@26 Footnote Text pOBBulleth & Fp>Th(U@Q( Hyperlink>*B*Ob Referencesh & F>T.,@r,Header  !, @,Footer  ! W@ Strong58Y@8 Document Map-D OJQJGTimes New Roman5Symbol3& Arial;"Helvetica3Times5& :Tahoma" W"" Finally, "" (Eds.)""18""] ""13""9,12,13" R''s.  '.'*Rocca's` g|_b϶06LbWĶ0Lb(g((S0&%0"15"IV  IVI@ generalizable|_b϶06LbWĶ0Lb(g((S0&%0 -E!= "17"  '  textfileg|_b϶06LbWĶ0Lb(g((S0&%0"21""10""10,21"**  ***@ polyadicg|_b϶06LbWĶ0Lb(g((S0&%0 **"society " "1,19""]. However," 00 M". However, "  - `i+8         0e   DfE #GG GGFF  FFF@ significances|_b϶06LbWĶ0Lb(g((S0&%0FF  FFFanova_` g|_b϶06LbWĶ0Lb(g((S0&%0 II". " "[7]"" [11]" TTaa  aaaaffordance|_b϶06LbWĶ0Lb(g((S0&%0"22""20""19""18""16""14""14"^"Yamagishi, T. The 'Tiger's Cave' Experiments:"D"Cornell University Working Paper"", 1997"  - yi+       "[13]"^" and the human computer interaction field in ""e hav" " cap"  1 DD %L M eM[N [NN OO gg Tm npp  ppp@ Abela_` gP_lb϶06 bWĶ0 b(g((S0&%0 "led" "M. "  Kollock` g!|_b϶06LbWĶ0Lb(!g((S0&%0  Drucker` g!|_b϶06LbWĶ0Lb(!g((S0&%0J"The toolkit created, which we call ""The Commons"", ""have named" "the","scripts were created""exploring" -x+ K               -[x+*! 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However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. if s/he contributes some points, they will be doubled and you will receive them. The person you are interacting with is asked to make exactly the same decision. if s/he contributes some points, they will be doubled and you will receive them.  At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. if s/he contributes some points, they will bedoubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 1 iterated Social Dilemmas It is not enough, though, to just , Foo bar mofo. However, this However, thi initial i an a default a s game as s game as game s gams gas glichoosing this as a default social dilemma .advantagescame necessary affordances for play.it for correctness using the following experiment.PAGE SIZE by running a simple experiment,. in which we used the tool to showhe Commons accurately reportedTHE EXPERIMENT THE EXPERIMENT Introduction what the game itself provided. Data was gathered on individual conditionsoximately half of the subjects rch, we attempted to 'baseline' by comparing with the existing work in social dilemma researchFurther, he subjects were 70 individuals,Subjects 70internetProcedure  Although this game was chosen as an initial social dilemma, other games can be easily modeled with the same toolkit by making simple scripting changes. However, this choice of a default dilemma model had several benefits. As opposed to discrete dilemmas where the only options available to players are to cooperate or defect, the continuous nature of this game allows experimenters to see more finely grained differences in levels of cooperation. Also, the simplicity of the game, as evidence by the brevity of the instructions, allowed the games to be run quickly without prior user training. Finally, the dyadic nature of the game allows experiments to be run without the necessity of coordinating or compensating large groups as in the polyadic case. This also means that we can control for many confounding variables present in group cases, concentrating instead on the variables of interest. Using this game, a module was created for V-Worlds that would provide all of the necessary affordances not only for the play of the game, but for the recording of any data which would be relevant to or of interest to the experimenter. Again in this process every effort was made to preserve the flexibility of the toolkit, allowing for changes in data presentation and recording to be made simply and easily in Active Scripting languages. Once the general toolkit was created and tested, script changes were made in order to test the validity of this approach by running a simple experiment. In this experiment, we show that The Commons accurately reports that the ability to communicate during the game helped to raise the overall level of trust and cooperation present. THE VALIDATION STUDY Introduction In this study, subjects played an iterated dyadic continuous prisoner's dilemma for seventy rounds. They did not meet each other face-to-face before, during, or after the game. Approximately half of the subjects who played were allowed to send text messages to each other (chat) during the game. The other half had no communication beyond what the game itself provided. Data was gathered on the rates of contribution presented by each player, as well as data about chat message counts and contents. This data was then analyzed to determine whether there was a significant difference in the level of trust and cooperation between the two groups of subjects. Based on research in both social dilemmas[cite SD communication studies] and in the creation of electronic communities [cite EC stuff], we hypothesized that there would indeed be such a difference, with the group able to chat having the higher level of trust and cooperation. Further, we used this experiment to check the validity of the approach in general by comparing contribution rates in the group without chat with other similar studies which were not performed online. Subjects The subjects were 23 adults aged 26 to 54 years old(average=41.05). Approximately half of the subjects were men (n=13) and half of the subjects were women (n=10). They were recruited from the Microsoft subject pool, and only subjects with intermediate Internet skills and some experience with Microsoft Internet Explorer were selected to participate. In addition to the compensation related to performance in this specific experiment as will be discussed later, each subject received a gratuity of one Microsoft software package of their choice for participation. Procedure The subjects were randomly assigned to two groups. All factors were held constant between the two groups with the exception of the fact that one group (the chat condition) was given instructions and affordances for sending and receiving text messages with their partner during the experiment. Each participant, isolated from all other participants throughout the experiment, was given a preliminary briefing that their performance in the game would affect their reward upon leaving, told they were being observed and their inputs were being recorded, and informed consent was gathered. They are then given semi-random three digit user numbers which they use as monikers for the rest of the experiment to control for effects real names might create. Each participant then read a series of instructions using Microsoft Internet Explorer web pages. These instructions explained the rules of the game, reinforced that their success in the game would affect their compensation, and included a test of understanding, which the subjects were required to complete correctly before continuing. Once both they and their partner had completed the instructions and test of understanding, they began to play the game using the interface shown below (figure 2).  All material on each page should fit within a rectangle of 18 x 23.5 cm (7" x 9.25"), centered on the page, beginning 1.9 cm (.75") from the top of the page, with a .85 cm (.33") space between two 8.4 cm (3.3") columns. TYPESET TEXT Prepare your submissions on a typesetter or word processor. Normal or Body Text Please use a 10-point Times Roman font, or other Roman font with serifs, as close as possible in appearance to Times Roman in which these guidelines have been set. The goal is to have a 10-point text, as you see here. Please use sans-serif or non-proportional fonts only for special purposes, such as distinguishing source code text. The Press 10-point font available to users of Script is a good substitute for Times Roman. If Times Roman is not available, try the font named Computer Modern Roman. On a Macintosh, use the font named Times. Figure 1Instructions for the iterated dyadic continuous prisoner's dilemma.Please use a 10-point Times Roman font, or other Roman font with serifs, as close as possible in appearance to Times Roman in which these guidelines have been set. The goal is to have a 10-point text, as you see here. Please use sans-serif or non-proportional fonts only for special purposes, such as distinguishing source code text. The Press 10-point font available to users of Script is a good substitute for Times Roman. If Times Roman is not available, try the font named Computer Modern Roman. On a Macintosh, use the font named Times.  All material on each page should fit within a rectangle of 18 x 23.5 cm (7" x 9.25"), centered on the page, beginning 1.9 cm (.75") from the top of the page, with a .85 cm (.33") space between two 8.4 cm (3.3") columns. TYPESET TEXT Prepare your submissions on a typesetter or word processor. Normal or Body Text Please use a 10-point Times Roman font, or other Roman font with serifs, as close as possible in appearance to Times Roman in which these guidelines have been set. The goal is to have a 10-point text, as you see here. Please use sans-serif or non-proportional fonts only for special purposes, such as distinguishing source code text. The Press 10-point font available to users of Script is a good substitute for Times Roman. If Times Roman is not available, try the font named Computer Modern Roman. On a Macintosh, use the font named Times. eddtheirH,and the participants filled out an electronic questionnaire. UponFinallycompletion of the questionnaire, the subjects were debriefed,Results windowten  All material on each page should fit within a rectangle of 18 x 23.5 cm (7" x 9.25"), centered on the page, beginning 1.9 cm (.75") from the top of the page, with a .85 cm (.33") space between two 8.4 cm (3.3") columns. TYPESET TEXT Prepare your submissions on a typesetter or word processor. Normal or Body Text Please use a 10-point Times Roman font, or other Roman font with serifs, as close as possible in appearance to Times Roman in which these guidelines have been set. The goal is to have a 10-point text, as you see here. Please use sans-serif or non-proportional fonts only for special purposes, such as distinguishing source code text. The Press 10-point font available to users of Script is a good substitute for Times Roman. If Times Roman is not available, try the font named Computer Modern Roman. On a Macintosh, use the font named Times. If you do not have a laser printer, you may be able to arrange for a business to print your document for you. If no laser printer is available, then use the best alternative printer you have. If you have no access to any printer, then your material should be typewritten onto larger pages and reduced 25%. Please ask the conference office for assistance. Title and Authors  All material on each page should fit within a rectangle of 18 x 23.5 cm (7" x 9.25"), centered on the page, beginning 1.9 cm (.75") from the top of the page, with a .85 cm (.33") space between two 8.4 cm (3.3") columns. TYPESET TEXT Prepare your submissions on a typesetter or word processor. Normal or Body Text Please use a 10-point Times Roman font, or other Roman font with serifs, as close as possible in appearance to Times Roman in which these guidelines have been set. The goal is to have a 10-point text, as you see here. Please use sans-serif or non-proportional fonts only for special purposes, such as distinguishing source code text. The Press 10-point font available to users of Script is a good substitute for Times Roman. If Times Roman is not available, try the font named Computer Modern Roman. On a Macintosh, use the font named Times. If you do not have a laser printer, you may be able to arrange for a business to print your document for you. If no laser printer is available, then use the best alternative printer you have. If you have no access to any printer, then your material should be typewritten onto larger pages and reduced 25%. Please ask the conference office for assistance. Title and Authors  Figure 1 Instructions for the iterated dyadic continuous prisoner's dilemma. All material on each page should fit within a rectangle of 18 x 23.5 cm (7" x 9.25"), centered on the page, beginning 1.9 cm (.75") from the top of the page, with a .85 cm (.33") space between two 8.4 cm (3.3") columns. TYPESET TEXT Prepare your submissions on a typesetter or word processor. Normal or Body Text Please use a 10-point Times Roman font, or other Roman font with serifs, as close as possible in appearance to Times Roman in which these guidelines have been set. The goal is to have a 10-point text, as you see here. Please use sans-serif or non-proportional fonts only for special purposes, such as distinguishing source code text. The Press 10-point font available to users of Script is a good substitute for Times Roman. If Times Roman is not available, try the font named Computer Modern Roman. On a Macintosh, use the font named Times. If you do not have a laser printer, you may be able to arrange for a business to print your document for you. If no laser printer is available, then use the best alternative printer you have. If you have no access to any printer, then your material should be typewritten onto larger pages and reduced 25%. Please ask the conference office for assistance. Title and Authors in Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Statistical Analyses. Statistical Analyses. Statistical Figure 3. The effect of the independent variable (chat) on average contribution over time. Figure 3. The effect of the independent variable (chat) on average contribution over time. Comparison With Other Experimental Results eated a system which capitalizesisexperience (confounds). Also, asAt the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them.arethey All material on each page should fit within a rectangle of 18 x 23.5 cm (7" x 9.25"), centered on the page, beginning 1.9 cm (.75") from the top of the page, with a .85 cm (.33") space between two 8.4 cm (3.3") columns. TYPESET TEXT Prepare your submissions on a typesetter or word processor. Normal or Body Text Please use a 10-point Times Roman font, or other Roman font with serifs, as close as possible in appearance to Times Roman in which these guidelines have been set. The goal is to have a 10-point text, as you see here. Please use sans-serif or non-proportional fonts only for special purposes, such as distinguishing source code text. The Press 10-point font available to users of Script is a good substitute for Times Roman. If Times Roman is not available, try the font named Computer Modern Roman. On a Macintosh, use the font named Times. If you do not have a laser printer, you may be able to arrange for a business to print your document for you. If no laser printer is available, then use the best alternative printer you have. If you have no access to any printer, then your material should be typewritten onto larger pages and reduced 25%. Please ask the conference office for assistance. Title and Authors  CONCLUSIONS AND DISCUSSION Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. CONCLUSIONS AND DISCUSSION It is important to keep in mind that this experiment is presented as validation for The Commons methodology and software, and not as a novel contribution on its own. However, it should be clear that The Commons has passed this two-pronged test for validity. First, its results are comparable with the previous non-online work. All material on each page should fit within a rectangle of 18 x 23.5 cm (7" x 9.25"), centered on the page, beginning 1.9 cm (.75") from the top of the page, with a .85 cm (.33") space between two 8.4 cm (3.3") columns. TYPESET TEXT Prepare your submissions on a typesetter or word processor. Normal or Body Text Please use a 10-point Times Roman font, or other Roman font with serifs, as close as possible in appearance to Times Roman in which these guidelines have been set. The goal is to have a 10-point text, as you see here. Please use sans-serif or non-proportional fonts only for special purposes, such as distinguishing source code text. The Press 10-point font available to users of Script is a good substitute for Times Roman. If Times Roman is not available, try the font named Computer Modern Roman. On a Macintosh, use the font named Times. If you do not have a laser printer, you may be able to arrange for a business to print your document for you. If no laser printer is available, then use the best alternative printer you have. If you have no access to any printer, then your material should be typewritten onto larger pages and reduced 25%. Please ask the conference office for assistance. Title and Authors in. milleniano chat actual pair of subjectstold they were being observed and their inputs were being recorded, and ffect their reward upon leaving,idiscover differences in communities while holding much constant,AND DISCUSSIONCONCLUSIONS DISCUSSION are theycomparitiveo take features from them which the use of real world user namesthe Stacy Horn's EchoWill fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. VALIDITY CONCLUSIONS It is important to keep in mind that this experiment is presented as validation for The Commons methodology and software, and not as a novel contribution on its own. However, it should be clear that The Commons has passed this two-pronged test for validity. First, its results are comparable with the previous non-online work. This allows its results to rely on two millennia of this social dilemma research. Second, the toolkit is able to discover differences in levels of trust and cooperation due to changes in interface. This shows that it can be a useful tool. DISCUSSION We have shown that this methodology is valid, and the toolkit implementing it is correct. Now we turn our discussion to its usefulness. Currently, when evaluating features for online communities, two methods are used. As we will see, although reasonable, these methods have severe drawbacks. The first method used for evaluating and choosing features is comparative history. This involves a community designer looking at existing successful communities and trying to take features from them which they believe have helped lead to the community's success. An example would be a designer, seeing that the Stacy Horn's ECHO community Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. VALIDITY CONCLUSIONS It is important to keep in mind that this experiment is presented as validation for The Commons methodology and software, and not as a novel contribution on its own. However, it should be clear that The Commons has passed this two-pronged test for validity. First, its results are comparable with the previous non-online work. This allows its results to rely on two millennia of this social dilemma research. Second, the toolkit is able to discover differences in levels of trust and cooperation due to changes in interface. This shows that it can be a useful tool. DISCUSSION We have shown that this methodology is valid, and the toolkit implementing it is correct. Now we turn our discussion to its usefulness. Currently, when evaluating features for online communities, two methods are used. As we will see, although reasonable, these methods have severe drawbacks. The first method used for evaluating and choosing features is comparative history. This involves a community designer looking at existing successful communities and trying to take features from them which they believe have helped lead to the community's success. An example would be a designer, seeing that the Stacy Horn's ECHO community uses real world user names, and that is successful, decides that n electronic society are almost he use of real world user names, buthiddenf each user's face. ore the community is built, and All material on each page should fit within a rectangle of 18 x 23.5 cm (7" x 9.25"), centered on the page, beginning 1.9 cm (.75") from the top of the page, with a .85 cm (.33") space between two 8.4 cm (3.3") columns. TYPESET TEXT Prepare your submissions on a typesetter or word processor. Normal or Body Text Please use a 10-point Times Roman font, or other Roman font with serifs, as close as possible in appearance to Times Roman in which these guidelines have been set. The goal is to have a 10-point text, as you see here. Please use sans-serif or non-proportional fonts only for special purposes, such as distinguishing source code text. 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We thank CHI, PDC, CSCW volunteers, all publications support and staff who wrote and provided helpful comments on previous versions of this document.Anderson, R.E. Social impacts of computing: Codes of professional ethics. Social Science Computing Review 10, 2 (Winter 1992), 453-469. CHI Conference Publications Format. Available at http://www.acm.org/sigchi/chipubform/. Conger., S., and Loch, K.D. (eds.). Ethics and computer use. Commun. ACM 38, 12 (entire issue). Roberts, T.L. Are Newsgroups Virtual Communities? , in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 360-367. . This shows that it can be a useful tool.centuriesFinally,is demonstrated with a validationCONCLUSIONS butcoorecttwenty threeWe have explained the foundations on which The Commons is based, and the steps used in its design. We havemetholodogyt process to improve The CommonsRocco, R. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502Kollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Rocco, R. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. (There'll actually be 10-15 refs.) We have shown that this methodology is valid, and the toolkit implementing it is correct. Now we turn our discussion to its usefulnessKollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Rocco, R. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. (There'll actually be 10-15 refs.) The Commons: A Toolkit for the Quantitative Analysis of Factors in the Success or Failure of Electronic Societies Joshua Berman Steven Drucker Peter Kollock Microsoft Research Microsoft Research Department of Sociology Microsoft Corporation Microsoft Corporation University of California at Los Angeles One Microsoft Way One Microsoft Way Los Angeles, CA 90095-1551 Redmond, WA 98052 USA Redmond, WA 98052 USA USA +1 404 786 1698 +1 425 703 5880 +1 310 825 1313 berman@cc.gatech.edu sdrucker@microsoft.com kollock@ucla.edu ABSTRACT In this paper a novel methodology and toolkit for the analysis and design of successful electronic societies is demonstrated. This toolkit, named The Commons, allows experimenters and developers for the first time to quantify and demonstrate the effect on community building of not only social variables, but of interface and design variances as well. Drawing on millennia of work in Sociology and applying them to electronic societies in a novel way first proposed by Dr. Drucker, this approach is explained and justified. Then, its correctness and validity is demonstrated with a study completed at Microsoft Research showing the importance of communication in community building. Finally, its usefulness is shown by comparing the Commons with existing methods for the design of communities. Keywords Electronic Societies, Virtual Communities, Internet, Social Computing, Computer-Mediated Communication, Trust, Methodologies, User Studies INTRODUCTION [replace this with about a page of discussion about community/trust/social dilemmas etc.] There has been much written about how to make an electronic society successful [various cites: Kollock, Kim, etc.]. However, very little has been written about what this means. It has been commonly accepted that this variable is very difficult to quantify. LEAVE BLANK THE LAST 2.5 cm (1) OF THE LEFT COLUMN ON THE FIRST PAGE FOR THE COPYRIGHT NOTICE. We hypothesized that this metric, which Teresa Roberts has called the "Community factor"[trust chipaper], is equivalent to the level of trust and cooperation in the community. We then created a system which capitalized on this simple equivalence to create a rich and extensible toolkit which can be used to better understand and develop successful electronic societies. PREVIOUS AND RELATED WORK The idea that this metric is equivalent to the level of trust and cooperation in a community is not new. In fact, sociologists since Aristotle have asserted and shown this to be the case[Aristotle + a bunch of sociologist cites]. More importantly, this metric can not only be quantified, but can be measured using a family of laboratory experiments, known collectively as the social dilemmas. These experiments model the tension present in all communities, including electronic, between the pursuit of individual and collective goals. For an understanding of the past, present and future use of social dilemma experiments in non-electronic communities, the reader is referred to Dr. Kollock's recent review for the Annual Review of Sociology[Kollockarspaper]. It is enough here to understand that these experiments have had a long and successful history in measuring the trust and cooperation established in a group. However, with the exception of Dr. Roberts' work in looking at the difference between electronic and face-to-face communication at the extremes[trust chipaper], these experiments have not been used online. In Dr. Roberts' work, a specific system was built and a specific experiment was run to show the difference between online and face-to-face communities. What we have completed is instead a generalizable toolkit and methodology capable of capturing not only these basic differences, but difference created by interface or social factors within electronic societies themselves. THE COMMONS In order to quantify and capture this metric in the most general, flexible and extensible method possible, a set of tools was created within Microsoft Research. These tools were built using the robust and extensible V-Worlds distributed and persistent object system, previously developed by Manny Vellon, Kirk Marple, Don Mitchell and Dr. Drucker [V-Worlds cite]. The V-Worlds system, specifically designed to facilitate the development of shared virtual environments, offered many advantages. The system itself is modular and modifiable even at run time. This facilitated the ability to quickly and easily modify an existing environment to include The Commons toolkit, and to change experimental conditions (independent variables) with little change to the rest of the interface and user experience (confounds). Also, V-Worlds was specifically designed to allow world creation and modification in Active Scripting languages. This allowed us to create a toolkit which could be used easily by members of the sociology, psychology and design community without the need for dedicated developers. Finally, the V-Worlds architecture, integrated in design and practice with Microsoft Internet Explorer, allowed us to create tools which could be run on the World Wide Web, allowing The Commons to run experiments efficiently and inexpensively which were not previously possible. A set of interface elements, along with a related set of internal states and methods were added to the V-Worlds system. The social dilemma used was an iterated dyadic continuous prisoner's dilemma first proposed by [WHO?][Cite]. The rules of this game are given below (figure 1)  Although this game was chosen as an initial social dilemma, other games can be easily modeled with the same toolkit by making simple scripting changes. However, this choice of a default dilemma model had several benefits. As opposed to discrete dilemmas where the only options available to players are to cooperate or defect, the continuous nature of this game allows experimenters to see more finely grained differences in levels of cooperation. Also, the simplicity of the game, as evidence by the brevity of the instructions, allowed the games to be run quickly without prior user training. Finally, the dyadic nature of the game allows experiments to be run without the necessity of coordinating or compensating large groups as in the polyadic case. This also means that we can control for many confounding variables present in group cases, concentrating instead on the variables of interest. Using this game, a module was created for V-Worlds that would provide all of the necessary affordances not only for the play of the game, but for the recording of any data which would be relevant to or of interest to the experimenter. Again in this process every effort was made to preserve the flexibility of the toolkit, allowing for changes in data presentation and recording to be made simply and easily in Active Scripting languages. Once the general toolkit was created and tested, script changes were made in order to test the validity of this approach by running a simple experiment. In this experiment, we show that The Commons accurately reports that the ability to communicate during the game helped to raise the overall level of trust and cooperation present. THE VALIDATION STUDY Introduction In this study, subjects played an iterated dyadic continuous prisoner's dilemma for seventy rounds. They did not meet each other face-to-face before, during, or after the game. Approximately half of the subjects who played were allowed to send text messages to each other (chat) during the game. The other half had no communication beyond what the game itself provided. Data was gathered on the rates of contribution presented by each player, as well as data about chat message counts and contents. This data was then analyzed to determine whether there was a significant difference in the level of trust and cooperation between the two groups of subjects. Based on research in both social dilemmas[cite SD communication studies] and in the creation of electronic communities [cite EC stuff], we hypothesized that there would indeed be such a difference, with the group able to chat having the higher level of trust and cooperation. Further, we used this experiment to check the validity of the approach in general by comparing contribution rates in the group without chat with other similar studies which were not performed online. Subjects The subjects were 23 adults aged 26 to 54 years old(average=41.05). Approximately half of the subjects were men (n=13) and half of the subjects were women (n=10). They were recruited from the Microsoft subject pool, and only subjects with intermediate Internet skills and some experience with Microsoft Internet Explorer were selected to participate. In addition to the compensation related to performance in this specific experiment as will be discussed later, each subject received a gratuity of one Microsoft software package of their choice for participation. Procedure The subjects were randomly assigned to two groups. All factors were held constant between the two groups with the exception of the fact that one group (the chat condition) was given instructions and affordances for sending and receiving text messages with their partner during the experiment. Each participant, isolated from all other participants throughout the experiment, was given a preliminary briefing that their performance in the game would affect their reward upon leaving. Informed consent was gathered at this time. They were then given semi-random three digit user numbers which were used as monikers for the rest of the experiment to control for effects real names might create. Each participant then read a series of instructions using Microsoft Internet Explorer web pages. These instructions explained the rules of the game and that it would continue for "approximately 100 rounds". In addition, these instructions were written to reinforce that a subject's success in the game would affect their compensation, and included a test of understanding, which the subjects were required to complete correctly before continuing. Once both they and their partner had completed the instructions and test of understanding, they began to play the game using the interface shown below (figure 2). During the game, each player's contributions, as well as any chat interaction, was recorded for further study. Play continued without interruption for 70 rounds, at which time the game was ended without warning to avoid end-game effects as in [cite a study that showed them]. Each participant then completed an electronic questionnaire containing background and impression data, as well as other measures of interest to the experimenters. Next, each subject was interviewed and asked open-ended questions about their experience. Each was then given extra compensation in the form of gift certificates based on their final score in the game, thanked for their participation, and given their software gratuity. Results Of the twenty-three subjects, valid data was obtained from 20 of them, 10 in each condition. One subject was removed from the study when their assigned partner failed to appear. One pair of subjects in the chat condition was removed after they made it clear that they did not understand the instructions and required experimenter intervention. As expected, there was a higher level of cooperation in the condition where participants were allowed to chat with their partner. Further, this disparity seemed to increase over time (figure 3). Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Comparison With Other Experimental Results [Peter - any thoughts here?] Will fill in. Will fill in. 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Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. VALIDITY CONCLUSIONS It is important to keep in mind that this experiment is presented as validation for The Commons methodology and software, and not as a novel contribution on its own. However, it should be clear that The Commons has passed this two-pronged test for validity. First, its results are comparable with the previous non-online work. This allows its results to rely on two millennia of this social dilemma research. Second, the toolkit is able to discover differences in levels of trust and cooperation due to changes in interface. Therefore, the study has shown that the methodology of The Commons is valid, and the toolkit implementing it is correct. Now we turn our discussion to its usefulness. DISCUSSION We have shown that this methodology is valid, and the toolkit implementing it is correct. Now we turn our discussion to its usefulness. Currently, when evaluating features for online communities, two methods are primarily used. As we will see, although reasonable, these methods have severe drawbacks. With The Commons these drawbacks can be overcome. The first method used for evaluating and choosing features is comparative history. This involves a community designer looking at existing successful communities and trying to take features from them which they believe have helped lead to the community's success. An example would be a designer, upon seeing that the Stacy Horn's ECHO community uses real world user names, and that ECHO is successful, decides that real world user names are thus important for community building. This method has many obvious disadvantages. First and foremost, there is an important inductive step which, instead of being examined and proven, is left to the 'gut feeling' of the designer. In this step, a determination is made which features of the almost limitless feature list in an electronic society are having positive effects on the society itself. Even if the designer guesses correctly, there is no way for them to test for themselves or prove to others that their choice is correct. This can be shown in our example. It is possible that the success of ECHO is not helped, indeed it is hindered by the use of real world user names. This negative effect may be obscured by the fact it is run by Stacy Horn, which may or may not be an advantage, but may vary the success of the community so widely that the presumably smaller effect of real world user names is hidden. With The Commons, the designer's hypothesis could be tested. It would be possible to run The Commons using real world user names (or some variation) and aliases, and compare the scores. The designer would then not only know, but also be able to prove that real world user names have a positive or negative effect on community building. The other approach currently used in choosing features is intuition and elegance. This includes choosing features from fictional works, and novel features, simply because they appeal aesthetically or 'should work'. An example of this would be a community builder including a live video of each user's face because 'people use facial expressions to communicate all the time'. Of course, this approach also has disadvantages. Before the community is built, and, as we showed in the first case, even after it is built, it is impossible to tell whether this feature is useful for community building. The Commons again can help to solve this dilemma. Simply by running an experiment where the presence of this affordance is the independent variable, this argument can be solved. This can also help to develop novel affordances and community features, as it is now possible to test them without building an entire community. CONCLUSIONS The Commons is a methodology and toolkit to aid in the design and study of online societies. We have explained the foundations which led to the idea first proposed by Dr. Drucker, and explained the design decision made along the way to its completion. We have shown that this methodology is valid, and that the toolkit is correct by performing and analyzing the result of a user study. Finally, we have shown its usefulness in the design of successful electronic societies by showing its advantage over those methods most often used today. ACKNOWLEDGMENTS Alex Colburn, Greg Kimberly and the rest of the Virtual Worlds Group at Microsoft Research provided invaluable development assistance. Linda Stone, Group Director, provided unmatched input and support throughout the process. Mary Czerwinski, Hunter Hoffman and the rest of the Microsoft Usability team were absolutely crucial to the success of the validity experiment and resulting analysis. The authors would like to thank them all. Further, Mr. Berman would like to thank Dr. Drucker, under whom he served as a research intern, for the concept to get us started, and the brilliant insight, support and effort along the way to make it happen. REFERENCES Kollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Rocco, R. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. (There'll actually be 10-15 refs.) The columns on the last page should be of equal length.Kollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Rocco, R. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. (There'll actually be 10-15 refs.) Roberts' Roberts' trust in looking atspecific systemthe Annual Review of SociologyIt is enough here to understand that these experiments have had a long and successful history in measuring the trust and cooperation established in a group.Kollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Rocco, R. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. (There'll actually be 10-15 refs.) The Commons: A Toolkit for the Quantitative Analysis of Factors in the Success or Failure of Electronic Societies Joshua Berman Steven Drucker Peter Kollock Microsoft Research Microsoft Research Department of Sociology Microsoft Corporation Microsoft Corporation University of California at Los Angeles One Microsoft Way One Microsoft Way Los Angeles, CA 90095-1551 Redmond, WA 98052 USA Redmond, WA 98052 USA USA +1 404 786 1698 +1 425 703 5880 +1 310 825 1313 berman@cc.gatech.edu sdrucker@microsoft.com kollock@ucla.edu ABSTRACT In this paper a novel methodology and toolkit for the analysis and design of successful electronic societies is demonstrated. This toolkit, named The Commons, allows experimenters and developers for the first time to quantify and demonstrate the effect on community building of not only social variables, but of interface and design variances as well. Drawing on millennia of work in Sociology and applying them to electronic societies in a novel way first proposed by Dr. Drucker, this approach is explained and justified. Then, its correctness and validity is demonstrated with a study completed at Microsoft Research showing the importance of communication in community building. Finally, its usefulness is shown by comparing the Commons with existing methods for the design of communities. Keywords Electronic Societies, Virtual Communities, Internet, Social Computing, Computer-Mediated Communication, Trust, Methodologies, User Studies INTRODUCTION [replace this with about a page of discussion about community/trust/social dilemmas etc.] [Start with a description of different people's terms for the 'Community factor' ajk,rhein,look up more!]There has been much written about how to make an electronic society successful [various cites: Kollock, Kim, etc.]. However, very little has been written about what this means. It has been commonly accepted that this variable is very difficult to quantify. LEAVE BLANK THE LAST 2.5 cm (1) OF THE LEFT COLUMN ON THE FIRST PAGE FOR THE COPYRIGHT NOTICE. We hypothesized that this metric, which Teresa Roberts has called the "Community factor"[trust newsgroup chipaper], is equivalent to the level of trust and cooperation in the community. We then created a system which capitalized on this simple equivalence to create a rich and extensible toolkit which can be used to better understand and develop successful electronic societies. PREVIOUS AND RELATED WORK The idea that this metric is equivalent to the level of trust and cooperation in a community is not new. In fact, sociologists since Aristotle have asserted and shown this to be the case[Aristotle + a bunch of sociologist cites]. More importantly, this metric can not only be quantified, but can be measured using a family of laboratory experiments, known collectively as the social dilemmas. These experiments model the tension present in all communities, including electronic, between the pursuit of individual and collective goals. [replace]For an understanding of the past, present and future use of social dilemma experiments in non-electronic communities, the reader is referred to Dr. Kollock's recent review of the field for the Annual Review of Sociology[Kollockarspaper]. It is enough here to understand that these experiments have had a long and successful history in measuring the trust and cooperation established in a group.There is little question left in Sociology that these experiments accurately model societal interactions, and that they accurately measure trust and cooperation. However, with the exception of Dr. Roberts' Rocca's work in looking which examinedat the difference between electronic and face-to-face communication at the extremes[trust chipaper], these experiments have not been used online. In Dr. Roberts' Rocca's work, a specific systemspecialized system was built and a specific experiment was run to show the difference between online and face-to-face communities. What we have completed is instead a generalizable toolkit and methodology capable of capturing not only these basic differences, but differences created by interface or social factors within electronic societies themselves. THE COMMONS In order to quantify and capture this metric in the most general, flexible and extensible method possible, a set of tools was created within Microsoft Research. These tools were built using the robust and extensible V-Worlds distributed and persistent object system, previously developed by Manny Vellon, Kirk Marple, Don Mitchell and Dr. Drucker [V-Worlds cite]. The V-Worlds system, specifically designed to facilitate the development of shared virtual environments, offered many advantages. The system itself is modular and modifiable even at run time. This facilitated the ability to quickly and easily modify an existing environment to include The Commons toolkit, and to change experimental conditions (independent variables) with little change to the rest of the interface and user experience (confounds). Also, V-Worlds was specifically designed to allow world creation and modification in Active Scripting languages. This allowed us to create a toolkit which could be used easily by members of the sociology, psychology and design community without the need for dedicated developers. Finally, the V-Worlds architecture, integrated in design and practice with Microsoft Internet Explorer, allowed us to create tools which could be run on the World Wide Web, allowing The Commons to run experiments efficiently and inexpensively which were not previously possible. A set of interface elements, along with a related set of internal states and methods were added to the V-Worlds system. The social dilemma used was an iterated dyadic continuous prisoner's dilemma first proposed by [WHO?][Cite]. The rules of this game are given below (figure 1)  Although this game was chosen as an initial social dilemma, other games can be easily modeled with the same toolkit by making simple scripting changes. However, this choice of a default dilemma model had several benefits. As opposed to discrete dilemmas where the only options available to players are to cooperate or defect, the continuous nature of this game allows experimenters to see more finely grained differences in levels of cooperation. Also, the simplicity of the game, as evidence by the brevity of the instructions, allowed the games to be run quickly without prior user training. Finally, the dyadic nature of the game allows experiments to be run without the necessity of coordinating or compensating large groups as in the polyadic case. This also means that we can control for many confounding variables present in group cases, concentrating instead on the variables of interest. Using this game, a module was created for V-Worlds that would provide all of the necessary affordances not only for the play of the game, but for the recording of any data which would be relevant to or of interest to the experimenter. Again in this process every effort was made to preserve the flexibility of the toolkit, allowing for changes in data presentation and recording to be made simply and easily in Active Scripting languages. Once the general toolkit was created and tested, script changes were made in order to test the validity of this approach by running a simple experiment. In this experiment, we show that The Commons accurately reports that the ability to communicate during the game helped to raise the overall level of trust and cooperation present. THE VALIDATION STUDY Introduction In this study, subjects played an iterated dyadic continuous prisoner's dilemma for seventy rounds. They did not meet each other face-to-face before, during, or after the game. Approximately half of the subjects who played were allowed to send text messages to each other (chat) during the game. The other half had no communication beyond what the game itself provided. Data was gathered on the rates of contribution presented by each player, as well as data about chat message counts and contents. This data was then analyzed to determine whether there was a significant difference in the level of trust and cooperation between the two groups of subjects. Based on research in both social dilemmas[cite SD communication studies] and in the creation of electronic communities [cite EC stuff], we hypothesized that there would indeed be such a difference, with the group able to chat having the higher level of trust and cooperation. Further, we used this experiment to check the validity of the approach in general by comparing contribution rates in the group without chat with other similar studies which were not performed online. Subjects The subjects were 23 adults aged 26 to 54 years old(average=41.05). Approximately half of the subjects were men (n=13) and half of the subjects were women (n=10). They were recruited from the Microsoft subject pool, and only subjects with intermediate Internet skills and some experience with Microsoft Internet Explorer were selected to participate. In addition to the compensation related to performance in this specific experiment as will be discussed later, each subject received a gratuity of one Microsoft software package of their choice for participation. Procedure The subjects were randomly assigned to two groups. All factors were held constant between the two groups with the exception of the fact that one group (the chat condition) was given instructions and affordances for sending and receiving text messages with their partner during the experiment. Each participant, isolated from all other participants throughout the experiment, was given a preliminary briefing that their performance in the game would affect their reward upon leaving. Informed consent was gathered at this time. They were then given semi-random three digit user numbers which were used as monikers for the rest of the experiment to control for effects real names might create. Each participant then read a series of instructions using Microsoft Internet Explorer web pages. These instructions explained the rules of the game and that it would continue for "approximately 100 rounds". In addition, these instructions were written to reinforce that a subject's success in the game would affect their compensation, and included a test of understanding, which the subjects were required to complete correctly before continuing. Once both they and their partner had completed the instructions and test of understanding, they began to play the game using the interface shown below (figure 2). During the game, each player's contributions, as well as any chat interaction, was recorded for further study. Play continued without interruption for 70 rounds, at which time the game was ended without warning to avoid end-game effects as in [cite a study that showed them]. Each participant then completed an electronic questionnaire containing background and impression data, as well as other measures of interest to the experimenters. Next, each subject was interviewed and asked open-ended questions about their experience. Each was then given extra compensation in the form of gift certificates based on their final score in the game, thanked for their participation, and given their software gratuity. Results Of the twenty-three subjects, valid data was obtained from 20 of them, 10 in each condition. One subject was removed from the study when their assigned partner failed to appear. One pair of subjects in the chat condition was removed after they made it clear that they did not understand the instructions and required experimenter intervention. As expected, there was a higher level of cooperation in the condition where participants were allowed to chat with their partner. Further, this disparity seemed to increase over time (figure 3). Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical A      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~nalyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Comparison With Other Experimental Results [Peter - any thoughts here?] Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill inWill fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. VALIDITY CONCLUSIONS It is important to keep in mind that this experiment is presented as validation for The Commons methodology and software, and not as a novel contribution on its own. However, it should be clear that The Commons has passed this two-pronged test for validity. First, its results are comparable with the previous non-online work. This allows its results to rely on two millennia of this social dilemma research. Second, the toolkit is able to discover differences in levels of trust and cooperation due to changes in interface. Therefore, the study has shown that the methodology of The Commons is valid, and the toolkit implementing it is correct. Now we turn our discussion to its usefulness. DISCUSSION . Currently, when evaluating features for online communities, two methods are primarily used. As we will see, although reasonable, these methods have severe drawbacks. With The Commons these drawbacks can be overcome. The first method used for evaluating and choosing features is comparative history. This involves a community designer looking at existing successful communities and trying to take features from them which they believe have helped lead to the community's success. An example would be a designer, upon seeing that the Stacy Horn's ECHO community uses real world user names, and that ECHO is successful, decides that real world user names are thus important for community building. This method has many obvious disadvantages. First and foremost, there is an important inductive step which, instead of being examined and proven, is left to the 'gut feeling' of the designer. In this step, a determination is made which features of the almost limitless feature list in an electronic society are having positive effects on the society itself. Even if the designer guesses correctly, there is no way for them to test for themselves or prove to others that their choice is correct. This can be shown in our example. It is possible that the success of ECHO is not helped, indeed it is hindered by the use of real world user names. This negative effect may be obscured by the fact it is run by Stacy Horn, which may or may not be an advantage, but may vary the success of the community so widely that the presumably smaller effect of real world user names is hidden. With The Commons, the designer's hypothesis could be tested. It would be possible to run The Commons using real world user names (or some variation) and aliases, and compare the scores. The designer would then not only know, but also be able to prove that real world user names have a positive or negative effect on community building. The other approach currently used in choosing features is intuition and elegance. This includes choosing features from fictional works, and novel features, simply because they appeal aesthetically or 'should work'. An example of this would be a community builder including a live video of each user's face because 'people use facial expressions to communicate all the time'. Of course, this approach also has disadvantages. Before the community is built, and, as we showed in the first case, even after it is built, it is impossible to tell whether this feature is useful for community building. The Commons again can help to solve this dilemma. Simply by running an experiment where the presence of this affordance is the independent variable, this argument can be solved. This can also help to develop novel affordances and community features, as it is now possible to test them without building an entire community. CONCLUSIONS The Commons is a methodology and toolkit to aid in the design and study of online societies. We have explained the foundations which led to the idea first proposed by Dr. Drucker, and explained the design decision made along the way to its completion. We have shown that this methodology is valid, and that the toolkit is correct by performing and analyzing the result of a user study. Finally, we have shown its usefulness in the design of successful electronic societies by showing its advantage over those methods most often used today. ACKNOWLEDGMENTS Alex Colburn, Greg Kimberly and the rest of the Virtual Worlds Group at Microsoft Research provided invaluable development assistance. Linda Stone, Group Director, provided unmatched input and support throughout the process. Mary Czerwinski, Hunter Hoffman and the rest of the Microsoft Usability team were absolutely crucial to the success of the validity experiment and resulting analysis. The authors would like to thank them all. Further, Mr. Berman would like to thank Dr. Drucker, under whom he served as a research intern, for the concept to get us started, and the brilliant insight, support and effort along the way to make it happen. REFERENCES Kollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Rocco, R. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. (There'll actually be 10-15 refs.) The columns on the last page should be of equal length.[replace this with about a page of discussion about community/trust/social dilemmas etc.] [Start with a description of different people's terms for the 'Community factor' ajk,rhein,look up more!]There has been much written about how to make an electronic society successful [various cites: Kollock, Kim, etc.]. However, very little has been written about what this means. It has been commonly accepted that this variable is very difficult to quantify.communitythe fittest approach, where the in terms of "retention factor'],ittest approach, where communityManyWe hypothesized that tIndeed there is suchIndeed there is. This metric, which Teresa Roberts has called the "Community factor"[newsgroup chipaper], of trust and cooperation in the  In order to quantify and capture this metric in the most general, flexible and extensible method possible, a set of tools was created within Microsoft Research. These tools were built using the robust and extensible V-Worlds distributed and persistent object system, previously developed by Manny Vellon, Kirk Marple, Don Mitchell and Dr. Drucker [V-Worlds cite]. The V-Worlds system, specifically designed to facilitate the development of shared virtual environments, offered many advantages. The system itself is modular and modifiable even at run time. This facilitated the ability to quickly and easily modify an existing environment to include The Commons toolkit, and to change experimental conditions (independent variables) with little change to the rest of the interface and user experience (confounds). Also, V-Worlds was specifically designed to allow world creation and modification in Active Scripting languages. This allowed us to create a toolkit which could be used easily by members of the sociology, psychology and design community without the need for dedicated developers. Finally, the V-Worlds architecture, integrated in design and practice with Microsoft Internet Explorer, allowed us to create tools which could be run on the World Wide Web, allowing The Commons to run experiments efficiently and inexpensively which were not previously possible. A set of interface elements, along with a related set of internal states and methods were added to the V-Worlds system. The social dilemma used was an iterated dyadic continuous prisoner's dilemma first proposed by [WHO?][Cite]. The rules of this game are given below (figure 1) below (figure 1) within Microsoft Researchisof notisshownmethods for the design of communitiesThe subjects were 23 adults aged 26 to 54 years old(average=41.05). Approximately half of the subjects were men (n=13) and half of the subjects were women (n=10). They were recruited from the Microsoft subject pool, and only subjects with intermediate Internet skills and some experience with Microsoft Internet Explorer were selected to participate. In addition to the compensation related to performance in this specific experiment as will be discussed later, each subject received a gratuity of one Microsoft software package of their choice for participation. Procedure The subjects were randomly assigned to two groups. All factors were held constant between the two groups with the exception of the fact that one group (the chat condition) was given instructions and affordances for sending and receiving text messages with their partner during the experiment. Each participant, isolated from all other participants throughout the experiment, was given a preliminary briefing that their performance in the game would affect their reward upon leaving. Informed consent was gathered at this time. They were then given semi-random three digit user numbers which were used as monikers for the rest of the experiment to control for effects real names might create. Each participant then read a series of instructions using Microsoft Internet Explorer web pages. These instructions explained the rules of the game and that it would continue for "approximately 100 rounds". In addition, these instructions were written to reinforce that a subject's success in the game would affect their compensation, and included a test of understanding, which the subjects were required to complete correctly before continuing. Once both they and their partner had completed the instructions and test of understanding, they began to play the game using the interface shown below (figure 2). As expected, there was a higher level of cooperation in the condition where participants were allowed to chat with their partner. Further, this disparity seemed to increase over time (figure 3). Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses. Statistical Analyses.Peter - any thoughts here?]DISCUSSION . ofiWill fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. from social dilemma research studies [AJK] This method begs the questionsssful 'real life' community? TheeddpresentedshowimpliedKollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Rocco, R. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. (There'll actually be 10-15 refs.) However, with the exception of Dr. Rocca's recent work which examined the difference between electronic and face-to-face communication at the extremes[trust chipaper], these experiments have not been used online. In Dr. Rocca's work, a specialized system was built, and a specific experiment was run, to show the difference between online and face-to-face communities. What we have completed is instead a generalizable toolkit and methodology capable of capturing not only these basic differences, but differences created by interface or social factors within electronic societies themselves. However, with the exception of Dr. Rocca's recent work which examined the difference between electronic and face-to-face communication at the extremes[trust chipaper], these experiments have not been used online. In Dr. Rocca's work, a specialized system was built, and a specific experiment was run, to show the difference between online and face-to-face communities. What we have completed is instead a generalizable toolkit and methodology capable of capturing not only these basic differences, but differences created by interface or social factors within electronic societies themselves. THE COMMONS THE COMMONS In order to quantify and capture this metric in the most general, flexible and extensible method possible, a set of tools was created. These tools were built using the robust and extensible V-Worlds distributed and persistent object system, previously developed by Manny Vellon, Kirk Marple, Don Mitchell and Dr. Drucker of the Microsoft Research Virtual Worlds Group[V-Worlds cite]. The V-Worlds system, specifically designed to facilitate the development of shared virtual environments, offered many advantages. The system itself is modular and modifiable even at run time. This facilitated the ability to quickly and easily modify an existing environment to include The Commons toolkit, and to change experimental conditions (independent variables) with little change to the rest of the interface and user experience (confounds). Also, V-Worlds was specifically designed to allow world creation and modification in Active Scripting languages. This allowed us to create a toolkit which could be used easily by members of the sociology, psychology and design community without the need for dedicated developers. Finally, the V-Worlds architecture, integrated in design and practice with Microsoft Internet Explorer, allowed us to create tools which could be run on the World Wide Web, allowing The Commons to run experiments efficiently and inexpensively which were not previously possible. A set of interface elements, along with a related set of internal states and methods were added to the V-Worlds system. The social dilemma used was an iterated dyadic continuous prisoner's dilemma first proposed by [WHO?][Cite]. The rules of this game are given in figure 1. Although this game was chosen as an initial social dilemma, other games can be easily modeled with the same toolkit by making simple scripting changes. However, this choice of a default dilemma model has several benefits. As opposed to discrete dilemmas where the only options available to players are to cooperate or defect, the continuous nature of this game allows experimenters to see more finely grained differences in levels of cooperation. Also, the simplicity of the game, as evidenced by the brevity of the instructions, allows the games to be run quickly without prior user training. Finally, the dyadic nature of the game allows experiments to be run without the necessity of coordinating or compensating large groups as in the polyadic cases. This also means that we can control for many confounding variables present in group cases, concentrating instead on the variables of interest. Using this game, a module was created for V-Worlds that would provide all of the necessary affordances not only for the play of the game, but for the recording of any data which would be relevant to or of interest to the experimenter. Again in this process every effort was made to preserve the flexibility of the toolkit, allowing for changes in data presentation and recording to be made simply and easily in Active Scripting languages. Once the general toolkit was created and tested, script changes were made in order to test the validity of this approach by running a simple experiment. In this experiment, we show that The Commons accurately reports that the ability to communicate during the game helped to raise the overall level of trust and cooperation present. THE VALIDATION STUDY Introduction 1Kollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Rocco, R. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. (There'll actually be 10-15 refs.) The Commons: A Toolkit for the Quantitative Analysis of Factors in the Success or Failure of Electronic Societies Joshua Berman Steven Drucker Peter Kollock Microsoft Research Microsoft Research Department of Sociology Microsoft Corporation Microsoft Corporation University of California at Los Angeles One Microsoft Way One Microsoft Way Los Angeles, CA 90095-1551 Redmond, WA 98052 USA Redmond, WA 98052 USA USA +1 404 786 1698 +1 425 703 5880 +1 310 825 1313 berman@cc.gatech.edu sdrucker@microsoft.com kollock@ucla.edu ABSTRACT In this paper a novel methodology and toolkit for the analysis and design of successful electronic societies are demonstrated. This toolkit, named The Commons, allows experimenters and developers for the first time to quantify and demonstrate the effect on community building not only of social variables, but of interface and design variances as well. Drawing on millennia of work in Sociology and applying them to electronic societies in a novel way first proposed by Dr. Drucker, this approach is explained and justified. Then, its correctness and validity are demonstrated with a study completed at Microsoft Research showing the importance of communication in community building. Finally, its usefulness is dicussed, by comparing the Commons with existing design, development and testing techniques for electronic communities. Keywords Electronic Societies, Virtual Communities, Internet, Social Computing, Computer-Mediated Communication, Trust, Methodologies, User Studies INTRODUCTION What does it mean for an electronic society to be successful? Many researchers over the past two decades have hypothesized about what it takes, but very few have precisely defined what it means. Some researchers have simply used 'community' as a descriptive measure, so a successful online society would have more 'community'. Affordances and societal choices which led to its success would be said to have 'built community'. However, this approach doesn't always help designers, developers or maintainers of electronic societies. They ask how this measure can be compared across different societies. They wonder how to tell whether their work is increasing or decreasing this abstract factor. There has been some attempt to measure success in terms of "retention factor"[Glaser] -- a survival-of-the fittest approach, where success can be decided by user count. Of course, this means that the effect of new affordances and societal changes can not be measured, and that advertising and market presssure must guide even researchers' view of how to create successful online society. Others have argued that that success can be measured in terms of "village like-quality"[Coate] or how well they "resemble 'real life' communities"[Wellman and Gulia]. This method begs the question. What makes a successful village or successful 'real life' community? This question is unanswered by these authors. LEAVE BLANK THE LAST 2.5 cm (1) OF THE LEFT COLUMN ON THE FIRST PAGE FOR THE COPYRIGHT NOTICE. However, it is this last group which lead to our solution to the problem. If the same standards for success of society apply online and offline, is there a metric for the success of societies in general? Could it be quantified and used to study electronic ones? Upon studying the existing literature, and consulting with sociologists who have researched this areas for centuries, Dr. Drucker realized that this metric had already been discovered. The success of a community, online or offline, is equivalent to the level of trust and cooperation in that community. We then created a system which capitalized on this simple equivalence to create a rich and extensible toolkit which can be used to better understand and develop successful electronic societies. PREVIOUS AND RELATED WORK The idea that this metric is equivalent to the level of trust and cooperation in a community is not new. In fact, sociologists since Aristotle have asserted and shown this to be the case[Aristotle + a bunch of sociologist cites]. More importantly, this metric can not only be quantified, but can be measured using a family of laboratory experiments, known collectively as the social dilemmas. These experiments model the tension present in all communities, including electronic, between the pursuit of individual and collective goals. [replace]For an understanding of the past, present and future use of social dilemma experiments in non-electronic communities, the reader is referred to Dr. Kollock's recent review of the field for the Annual Review of Sociology[Kollockarspaper]. There is little question left in Sociology that these experiments accurately model societal interactions, and that they accurately measure trust and cooperation. However, with the exception of Dr. Rocca's recent work which examined the difference between electronic and face-to-face communication at the extremes[trust chipaper], these experiments have not been used online. In Dr. Rocca's work, a specialized system was built, and a specific experiment was run, to show the difference between online and face-to-face communities. What we have completed is instead a generalizable toolkit and methodology capable of capturing not only these basic differences, but differences created by interface or social factors within electronic societies themselves.  THE COMMONS In order to quantify and capture this metric in the most general, flexible and extensible method possible, a set of tools was created. These tools were built using the robust and extensible V-Worlds distributed and persistent object system, previously developed by Manny Vellon, Kirk Marple, Don Mitchell and Dr. Drucker of the Microsoft Research Virtual Worlds Group[V-Worlds cite]. The V-Worlds system, specifically designed to facilitate the development of shared virtual environments, offered many advantages. The system itself is modular and modifiable even at run time. This facilitated the ability to quickly and easily modify an existing environment to include The Commons toolkit, and to change experimental conditions (independent variables) with little change to the rest of the interface and user experience (confounds). Also, V-Worlds was specifically designed to allow world creation and modification in Active Scripting languages. This allowed us to create a toolkit which could be used easily by members of the sociology, psychology and design community without the need for dedicated developers. Finally, the V-Worlds architecture, integrated in design and practice with Microsoft Internet Explorer, allowed us to create tools which could be run on the World Wide Web, allowing The Commons to run experiments efficiently and inexpensively which were not previously possible. A set of interface elements, along with a related set of internal states and methods were added to the V-Worlds system. The social dilemma used was an iterated dyadic continuous prisoner's dilemma first proposed by [WHO?][Cite]. The rules of this game are given in figure 21. Although this game was chosen as an initial social dilemma, other games can be easily modeled with the same toolkit by making simple scripting changes. However, this choice of a default dilemma model has several benefits. As opposed to discrete dilemmas where the only options available to players are to cooperate or defect, the continuous nature of this game allows experimenters to see more finely grained differences in levels of cooperation. Also, the simplicity of the game, as evidenced by the brevity of the instructions, allows the games to be run quickly without prior user training. Finally, the dyadic nature of the game allows experiments to be run without the necessity of coordinating or compensating large groups as in the polyadic cases. This also means that we can control for many confounding variables present in group cases, concentrating instead on the variables of interest. Using this game, a module was created for V-Worlds that would provide all of the necessary affordances not only for the play of the game, but for the recording of any data which would be relevant to or of interest to the experimenter. Again in this process every effort was made to preserve the flexibility of the toolkit, allowing for changes in data presentation and recording to be made simply and easily in Active Scripting languages. Once the general toolkit was created and tested, script changes were made in order to test the validity of this approach by running a simple experiment. In this experiment, we show that The Commons accurately reports that the ability to communicate during the game helped to raise the overall level of trust and cooperation present. THE VALIDATION STUDY Introduction In this study, subjects played an iterated dyadic continuous prisoner's dilemma for seventy rounds. They did not meet each other face-to-face before, during, or after the game. Approximately half of the subjects who played were allowed to send text messages to each other (chat) during the game. The other half had no communication beyond what the game itself provided. Data was gathered on the rates of contribution made by each player at each round, as well as data about chat message counts and contents. This data was then analyzed to determine whether there was a significant difference in the level of trust and cooperation between the two groups of subjects. Based on research in both social dilemmas[cite SD communication studies] and in the creation of electronic communities [cite EC stuff], we hypothesized that there would indeed be such a difference, with the group able to chat having the higher level of trust and cooperation. Therefore, we were interested in showing that The Commons could demonstrate this widely assumed fact to be true, and how descriptive it would be of its effect. Further, we used this experiment to check the validity of the approach in general by comparing contribution rates in the group without chat with other similar studies from social dilemma research which were not performed online. Subjects The subjects were 23 adults aged 26 to 54 years old(average=41.05). Approximately half of the subjects were men (n=13) and half of the subjects were women (n=10). They were recruited from the Microsoft subject pool, and only subjects with intermediate Internet skills and some experience with Microsoft Internet Explorer were selected to participate. In addition to the compensation related to performance in this specific experiment as will be discussed later, each subject received a gratuity of one Microsoft software package of their choice for participation. Procedure The subjects were randomly assigned to two groups. All factors were held constant between the two groups with the exception of the fact that one group (the chat condition) was given instructions and affordances for sending and receiving text messages with their partner during the experiment. Each participant, isolated from all other participants throughout the experiment, was given a preliminary briefing that their performance in the game would affect their reward upon leaving. Informed consent was gathered at this time. They were then given semi-random three digit user numbers which were used as monikers for the rest of the experiment to control for effects real names might create. Each participant then read a series of instructions using Microsoft Internet Explorer web pages. These instructions explained the rules of the game and that it would continue for "approximately 100 rounds". In addition, these instructions were written to reinforce that a subject's success in the game would affect their compensation, and included a test of understanding, which the subjects were required to complete correctly before continuing. Once both they and their partner had completed the instructions and test of understanding, they began to play the game using the interface shown below (figure 2). During the game, each player's contributions, as well as any chat interaction, was recorded for further study. Play continued without interruption for 70 rounds, at which time the game was ended without warning to avoid end-game effects as in [cite a study that showed them]. Each participant then completed an electronic questionnaire containing background and impression data, as well as other measures of interest to the experimenters. Next, each subject was interviewed and asked open-ended questions about their experience. Each was then given extra compensation in the form of gift certificates based on their final score in the game, thanked for their participation, and given their software gratuity. Results Of the twenty-three subjects, valid data was obtained from 20 of them, 10 in each condition. One subject was removed from the study when their assigned partner failed to appear. One pair of subjects in the chat condition was removed after they made it clear that they did not understand the instructions and required experimenter intervention. [here's where we put in the checks for motivation and trust level -- Peter, how do I do those?] At the conclusion of the experiment, the data was analyzed for both group differences and trends with time. Therefore there was more than one hypothesis being tested. Due to the small sample size, it was assumed that we would not reach levels of statistical certainty. However, the results, as shown in figure 3, were clearly compelling, and statistical analyses were performed to determine whether the differences both between and within conditions could be shown significant. Within subject differences apparent from the data collected seemed to imply that without chat trust and cooperation decreased, while they did not in the chat condition. Therefore, a repeated measures anova tests was performed, and the within subject significance was recorded. For the chat condition, round had an effect of significance (n=F=p?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxy{|}~re interested in showing that The Commons could demonstrate this widely assumed fact to be true, and how descriptive it would be of its effect. Further, we used this experiment to check the validity of the approach in general by comparing contribution rates in the group without chat with other similar studies from social dilemma research which were not performed online. Subjects The subjects were 23 adults aged 26 to 54 years old(average=41.05). Approximately half of the subjects were men (n=13) and half of the subjects were women (n=10). They were recruited from the Microsoft subject pool, and only subjects with intermediate Internet skills and some experience with Microsoft Internet Explorer were selected to participate. In addition to the compensation related to performance in this specific experiment as will be discussed later, each subject received a gratuity of one Microsoft software package of their choice for participation. Procedure The subjects were randomly assigned to two groups. All factors were held constant between the two groups with the exception of the fact that one group (the chat condition) was given instructions and affordances for sending and receiving text messages with their partner during the experiment. Each participant, isolated from all other participants throughout the experiment, was given a preliminary briefing that their performance in the game would affect their reward upon leaving. Informed consent was gathered at this time. They were then given semi-random three digit user numbers which were used as monikers for the rest of the experiment to control for any effects real names might have created. Each participant then read a series of instructions using Microsoft Internet Explorer web pages. These instructions explained the rules of the game and that it would continue for "approximately 100 rounds". In addition, these instructions were written to reinforce that a subject's success in the game would affect their compensation, and included a test of understanding, which the subjects were required to complete correctly before continuing. Once both they and their partner had completed the instructions and test of understanding, they began to play the game using the interface shown in Figure 3. During the game, each player's contributions, as well as any chat interaction, was recorded for further study. Play continued without interruption for 70 rounds, at which time the game was ended without warning to avoid end-game effects[axelrod]. Each participant then completed an electronic questionnaire containing background and impression data, as well as other measures of interest to the experimenters. Next, each subject was interviewed and asked open-ended questions about their experience. Each was then given extra compensation in the form of gift certificates based on their final score in the game, thanked for their participation, and given their software gratuity. Results Of the twenty-three subjects, valid data was obtained from 20 of them, 10 in each condition. One subject was removed from the study when their assigned partner failed to appear. One pair of subjects in the chat condition was removed after they made it clear that they did not understand the instructions and required experimenter intervention. [here's where we put in the checks for motivation and trust level -- Peter, how do I do those?] At the conclusion of the experiment, the data was analyzed for both group differences and trends with time. Therefore there was more than one hypothesis being tested. Due to the small sample size, it was assumed that we would not reach levels of statistical certainty. However, the results, as shown in figures 3 and 4, were clearly compelling, and statistical analyses were performed to determine whether the differences both between and within conditions could be shown significant. Statistics for pairs of participants were averaged to account for the dependency between partners. Descriptive statistics showed clear differences between the groups, henceforth labeled as chat and no-chat. The means were 8.10 for Chat and 4.38 for no-chat. Medians were 10 and 3.25 respectively. It was also noted that the variance was much higher for the condition without chat, 17.14 as opposed to 8.84. Due to the small number of participants, this difference was not strongly significant, F(1,8)=3.00, p(.12. However, using more appropriate statistical approaches, several results could be shown to a level of proof. Within subject differences apparent from the data collected seemed to imply that without chat trust and cooperation decreased, while they did not in the chat condition. Therefore, a repeated measures anova tests was performed, and the within subject significance was recorded. For this test, rounds were considered in blocks of five. For the no chat condition, round block had an effect of significance, F(13,52) = 3.06, p<.01. For the chat condition, there was no significant effect of round, F(13,52) = 1.06, p(.41. Combining these results with the graphs of figures 3 and 4 showed these hypotheses to be true.  Finally, although the overall between-subjects difference was not strongly statistically significant, the interaction effect between condition and round was. Precisely, the effect of chat on cooperation rates as compared to that of no-chat differ across the trials, with chat having an increasing relative effect over time. Another way of stating this is that the difference between the two conditions increases over time, F(13,104) = 2.19, p<.02. These results showed that The Commons was not only able to show the difference in trust and cooperation which communication provided, but was able to prove it to a higher bar than was needed, namely statistical significance. Comparison With Other Experimental Results [PETER - What are we looking at? Do I need to bluff this? fill in. Will fill in. Will fill in. 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Will fill in. Will fill in. These results showed that The Commons was able to accurately implement the social dilemma paradigm, and that its usefulness extends from those trying to create online society to those who want to study the paradigm in a flexible modular way. VALIDITY CONCLUSIONS It is important to keep in mind that this experiment is presented as validation for The Commons methodology and software, and not as a novel contribution on its own. However, it should be clear that The Commons has passed this two-pronged test for validity. First, its results are comparable with the previous non-online work. This allows its results to rely on the healthy and growing field of community research in the Social Sciences. Second, the toolkit is able to discover differences in levels of trust and cooperation due to changes in interface. Therefore, the study has shown that the methodology of The Commons is valid, and the toolkit implementing it is correct. Now we turn our discussion to its usefulness. DISCUSSION Currently, when evaluating features for online communities, two methods are primarily used. As we will see, although reasonable, these methods have severe drawbacks. With the commons, we have provided a novel tool which can not only act as its own method for this task, but can supplement these other methods to increase their effectiveness and minimize their drawbacks. The first method used for evaluating and choosing features is comparative history. This involves a community designer looking at existing successful communities and trying to take features from them which they believe have helped lead to the community's success. An example would be a designer, upon seeing that the Stacy Horn's ECHO community uses real world user names[CYBERVILLE], and deciding that ECHO is successful, decides that real world user names are thus important for community building. This method has many obvious disadvantages. First and foremost, there is an important inductive step which, instead of being examined and proven, is left to the 'gut feeling' of the designer. In this step, a determination is made which features of the almost limitless feature list in an electronic society are having positive effects on the society itself. Even if the designer guesses correctly, there is no way for them to test for themselves or prove to others that their choice is correct. This can be shown in our example. It is possible that the success of ECHO is not helped, indeed it is hindered by the use of real world user names. This negative effect may be obscured by the fact it is run by Stacy Horn, which may or may not be an advantage, but may vary the success of the community so widely that the presumably smaller effect of real world user names is hidden. With The Commons, the designer's hypothesis could be tested. It would be possible to run The Commons using real world user names (or some variation) and aliases, and compare the scores. The designer would then not only know, but also be able to prove that real world user names have a positive or negative effect on community building. The other approach currently used in choosing features is intuition and elegance. This includes choosing features from fictional works, and novel features, simply because they appeal aesthetically or 'should work'. An example of this would be a community builder including a live video of each user's face because 'people use facial expressions to communicate all the time'. Of course, this approach also has disadvantages. Before the community is built, and, as we showed in the first case, even after it is built, it is impossible to tell whether this feature is useful for community building. The Commons again can help to solve this dilemma. Simply by running an experiment where the presence of this affordance is the independent variable, this argument can be solved. This can also help to develop novel affordances and community features, as it is now possible to test them without building an entire community. Of course, it is not necessarily successful single factors which are combined to create a successful electronic society. It is widely believed that more synergistic or holistic views are also important. The creation of an online society may be more like developing a good recipe than constructing a sound building, where it is the interplay between the ingredients which lead to a sum greater than its constituent parts. The Commons allows for those taking these kind of viewsa more synergistic view of community creation to perform experiments as well, and still provides this useful data to help them overcome problems they would have had using existing technologyand provides them with useful data. For example, although it might be shown that the use of real world user names to in fact help in creating a successful online society, it may be true that in certain societies like online support groups for socially sensitive diseases such as alcoholism, they have the opposite effect. It would be possible using the commons to use an actual community confronting these issues to test this hypothesis. As stated earlier, the V-Worlds architecture gives The Commons a modular design which is compatible with modern operating systems and the World Wide Web. Therefore, using the actual community, be it web-based or not, The Commons could be run in either the same browsing window or on the same computer, connecting the same participants. If the community used pseudonyms, then The Commons could be easily configured to transmit the users' names to their partners, otherwise, it could be used to mask their names by interacting with the community software. Then, subjects could be run in a condition with and without real world user names. The results of this subject could aid the designers or developers in their decisions about this compound effect. CONCLUSIONS The Commons is a methodology and toolkit to aid in the design and study of online societies. We have explained discussed the foundations which led to the idea idea first proposed by Dr. Drucker, and explained the design decisions made along the way to its completion. We have shown that this methodology is valid, and that the toolkit is correctproduces results comparable to the existing social science literature, by performing and analyzing the results from a user study. Finally, we have shown examined its usefulness in the design of successful electronic societies by showing its advantage over those methods most often used today. ACKNOWLEDGMENTS [WITHHELD FOR REVIEW] REFERENCES Abela, A., and Sacconaghi, A., Value Exchange: The Secret of Building Customer Relationships On Line. The McKinsey Quarterly 1997, Number 2 Axelrod, R. The Evolution of Cooperation. Basic Books, New York, 1984 Coate, J. Cyberspace Innkeeping: Building Online Community. Available at http://www.gopher.well. sf.ca.us:70/0/Community/Innkeeping Glaser, M. Building Online Communities. New Media, March 3, 1997 Hardin, G., The Tragedy of The Commons. Science. 162:1243-48, 1968 Horn, S. Cyberville. Warner Books, Inc., New York, 1988 Kelly, H. Interpersonal Relations: A Theory of Interdependence. Wiley and Sons, New York, 1978 Kiesler, S., Sproull, L. and Waters, K. A Prisoner's Dilemma Experiment on Cooperation With People and Human-Like Computers. Journal of Personality and Social Psychology 1996. Vol. 70, No 1, 47-65 Kollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Ledyard, J.Public Goods: A Survey of Experimental Research. In Kagel, J. and Roth, A. (Eds.), The Handbook of Experimental Economics. Princeton University Press, Princeton, NJ, 1995 Messick, D and Brewer, M. Solving Social Dilemmas. In Wheeler, L. and Shaver, P., Review of Personality and Social Psychology. Sage, Beverly Hills, CA, 1983 Olson, M. The Logic of Collective Action: Public Goods and the Theory of Groups. Harvard University Press, Cambridge, MA, 1965 Rocco, R. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. Sally, D. Conversation and Cooperation in Social Dilemmas: A Meta-analysis of Experiments from 1958 to 1992. Rationality and Society, 7,58-92, 1995 Vellon, M., Marple. K., Mitchell, D., and Drucker, S. The Architecture of a Distributed Virtual Worlds System. Proceedings of the 4th Conference on Object-Oriented Technologies and Systems (COOTS). April, 1998. Wellman, B. and Gulia, M. Net Surfers Don't Ride Alone: Virtual Communities as Communities. In Kollock, P. and Smith, M. (Eds.), Communities in Cyberspace. University of California Press, Berkeley, CA, 1998 Whittle, D. Cyberspace: The Human Dimension. W. H. Freeman and Co., New York, 1997 The columns on the last page should be of equal length.Abela, A., and Sacconaghi, A., Value Exchange: The Secret of Building Customer Relationships On Line. The McKinsey Quarterly 1997, Number 2 Axelrod, R. The Evolution of Cooperation. Basic Books, New York, 1984 Coate, J. Cyberspace Innkeeping: Building Online Community. Available at http://www.gopher.well. sf.ca.us:70/0/Community/Innkeeping Glaser, M. Building Online Communities. New Media, March 3, 1997 Hardin, G., The Tragedy of The Commons. Science. 162:1243-48, 1968 Horn, S. Cyberville. Warner Books, Inc., New York, 1988 Kelly, H. Interpersonal Relations: A Theory of Interdependence. Wiley and Sons, New York, 1978 Kiesler, S., Sproull, L. and Waters, K. A Prisoner's Dilemma Experiment on Cooperation With People and Human-Like Computers. Journal of Personality and Social Psychology 1996. Vol. 70, No 1, 47-65 Kollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Ledyard, J.Public Goods: A Survey of Experimental Research. In Kagel, J. and Roth, A. (Eds.), The Handbook of Experimental Economics. Princeton University Press, Princeton, NJ, 1995 Messick, D and Brewer, M. Solving Social Dilemmas. In Wheeler, L. and Shaver, P., Review of Personality and Social Psychology. Sage, Beverly Hills, CA, 1983 Olson, M. The Logic of Collective Action: Public Goods and the Theory of Groups. Harvard University Press, Cambridge, MA, 1965 Rocco, R. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. Sally, D. Conversation and Cooperation in Social Dilemmas: A Meta-analysis of Experiments from 1958 to 1992. Rationality and Society, 7,58-92, 1995 Vellon, M., Marple. K., Mitchell, D., and Drucker, S. The Architecture of a Distributed Virtual Worlds System. Proceedings of the 4th Conference on Object-Oriented Technologies and Systems (COOTS). April, 1998. Wellman, B. and Gulia, M. Net Surfers Don't Ride Alone: Virtual Communities as Communities. In Kollock, P. and Smith, M. (Eds.), Communities in Cyberspace. University of California Press, Berkeley, CA, 1998 Whittle, D. Cyberspace: The Human Dimension. W. H. Freeman and Co., New York, 1997 a novel methodology and toolkit for the analysis and design of successful electronic societies are demonstrated. This toolkit, named The Commons, allows experimenters and developers for the first time to quantify and demonstrate the effect on community building not only of social variables, but of interface and design variances as well. Drawing on millennia of work in Sociology and applying them to electronic societies in a novel way first proposed by [NAME WITHHELD FOR REVIEW], this approach is explained and justified. Then, its correctness and validity are demonstrated with a study completed at Microsoft Research showing the importance of communication in community building. Finally, its usefulness is dicussed, by comparing the Commons with existing design, development and testing techniques for electronic communities.In this paper havediscussed, and explainede way to its completion. We have shownm a user study. Finally, we haveUsing The Commons, experimenters and designers of electronic societies will for the first time examined.web pMicrosoft Internet Explorer a was was this ttcAbela, A., and Sacconaghi, A., Value Exchange: The Secret of Building Customer Relationships On Line. The McKinsey Quarterly 1997, Number 2 Axelrod, R. The Evolution of Cooperation. Basic Books, New York, 1984 Coate, J. Cyberspace Innkeeping: Building Online Community. Available at http://www.gopher.well. sf.ca.us:70/0/Community/Innkeeping Glaser, M. Building Online Communities. New Media, March 3, 1997 Hardin, G., The Tragedy of The Commons. Science. 162:1243-48, 1968 Horn, S. Cyberville. Warner Books, Inc., New York, 1988 Kelly, H. Interpersonal Relations: A Theory of Interdependence. Wiley and Sons, New York, 1978 Kiesler, S., Sproull, L. and Waters, K. A Prisoner's Dilemma Experiment on Cooperation With People and Human-Like Computers. Journal of Personality and Social Psychology 1996. Vol. 70, No 1, 47-65 Kollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Ledyard, J.Public Goods: A Survey of Experimental Research. In Kagel, J. and Roth, A. (Eds.), The Handbook of Experimental Economics. Princeton University Press, Princeton, NJ, 1995 Messick, D and Brewer, M. Solving Social Dilemmas. In Wheeler, L. and Shaver, P., Review of Personality and Social Psychology. Sage, Beverly Hills, CA, 1983 Olson, M. The Logic of Collective Action: Public Goods and the Theory of Groups. Harvard University Press, Cambridge, MA, 1965 Rocco, R. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. Sally, D. Conversation and Cooperation in Social Dilemmas: A Meta-analysis of Experiments from 1958 to 1992. Rationality and Society, 7,58-92, 1995 Vellon, M., Marple. K., Mitchell, D., and Drucker, S. The Architecture of a Distributed Virtual Worlds System. Proceedings of the 4th Conference on Object-Oriented Technologies and Systems (COOTS). April, 1998. Wellman, B. and Gulia, M. Net Surfers Don't Ride Alone: Virtual Communities as Communities. In Kollock, P. and Smith, M. (Eds.), Communities in Cyberspace. University of California Press, Berkeley, CA, 1998 Whittle, D. Cyberspace: The Human Dimension. W. H. Freeman and Co., New York, 1997 LEAVE BLANK THE LAST 2.5 cm (1) OF THE LEFT COLUMN ON THE FIRST PAGE FOR THE COPYRIGHT NOTICE. The Commons: A Toolkit for the Quantitative Analysis of Factors in the Success or Failure of Electronic Societies Joshua Berman Steven Drucker Peter Kollock Microsoft Research Microsoft Research Department of Sociology Microsoft Corporation Microsoft Corporation University of California at Los Angeles One Microsoft Way One Microsoft Way Los Angeles, CA 90095-1551 Redmond, WA 98052 USA Redmond, WA 98052 USA USA +1 404 786 1698 +1 425 703 5880 +1 310 825 1313 berman@cc.gatech.edu sdrucker@microsoft.com kollock@ucla.edu ABSTRACT (STILL TO BE REWRITTEN) In this paper The Commons is a novel methodology and toolkit to aid in the design and study of online societies. We will discuss the foundations which led to the idea, and explain the design decisions made along the way to its completion. We will then show that this methodology is valid, and that the toolkit produces results comparable to the existing social science literature, by performing and analyzing the results from a user study. Finally, we will examine its usefulness in the design of successful electronic societies by showing its advantage over those methods most often used today. a novel methodology and toolkit for the analysis and design of successful electronic societies are demonstrated. This toolkit, named The Commons, allows experimenters and developers for the first time to quantify and demonstrate the effect on community building not only of social variables, but of interface and design variances as well. Drawing on millennia of work in Sociology and applying them to electronic societies in a novel way first proposed by [NAME WITHHELD FOR REVIEW], this approach is explained and justified. Then, its correctness and validity are demonstrated with a study completed at Microsoft Research showing the importance of communication in community building. Finally, its usefulness is dicussed, by comparing the Commons with existing design, development and testing techniques for electronic communities. Keywords Electronic Societies, Virtual Communities, Internet, Social Computing, Computer-Mediated Communication, Trust, Methodologies, User Studies INTRODUCTION What does it mean for an electronic society to be successful? Many researchers over the past two decades have hypothesized about what it takes, but very few have precisely defined what it means. Some researchers have simply used 'community' as a descriptive measure, so a successful online society would have more 'community'. Affordances and societal choices which led to its success would be said to have 'built community'. However, this approach does not help designers, developers or maintainers of electronic societies. They ask how this measure can be compared across different societies. They wonder how to tell whether their work is increasing or decreasing this abstract factor. There has been some attempt to measure success in terms of "retention factor"[Glaser] -- a survival-of-the fittest approach, where success can be measured by user count. Of course, this means that the effect of new affordances and societal changes can not be measured, and that advertising and market presssure must guide even researchers' view of how to create successful online society. Others have argued that that success can be measured in terms of "village like-quality"[Coate] or how well they "resemble 'real life' communities"[Wellman and Gulia]. This method begs the question. What makes a successful village or successful 'real life' community? It is the very fact that these are questions which are applicable to non-electronic societies which lead to our solution to the problem. If the same standards for success of society apply online and offline, is there a metric for the success of societies in general? Could this metric be quantified, and used to study electronic societies specifically? One such metric does in fact exist. A historically valid measurement for the success of a community, online or offline, is the level of trust and cooperation in present in that community[kollock] [ledyard][messnick]. We then created a system which capitalized on this simple equivalence to create a rich and extensible toolkit which can be used to better understand and develop successful electronic societies. PREVIOUS AND RELATED WORK The idea that this metric is equivalent to the level of trust and cooperation in a community is not new. For decades, social scientists, including economists, sociologists and psychologists, have examined this fact, and proven its validity[hardin][olson][kelley]]. More importantly, this metric can not only be quantified, but can be measured using a family of laboratory experiments, known collectively as the social dilemmas. These experiments, first performed in the 1950s, model the tension in societies between the pursuit of individual and collective goals. They do this using simple games to model the relevant issues, and use the scores on these games for measurement. An example of such a game will be given shortly. For an understanding of the past, present and future use of social dilemma experiments in non-electronic communities, the reader is referred to Kollock's recent review of the field for the Annual Review of Sociology[Kollockarspaper]. There is little question left in Sociology that these experiments successfully model societal interactions, and that they accurately measure trust and cooperation. However, with the exception of Rocca's recent work which examined the difference between electronic and face-to-face communication at the extremes[trust chipaper], these experiments have not been used online. In Rocca's work, a specialized system was built, and a specific experiment was run, to show the difference between online and face-to-face communities. What we have completed is instead a generalizable toolkit and methodology capable of capturing not only these basic differences, but differences created by interface or social factors within electronic societies themselves. The toolkit which we created, named The Commons, , allows and facilitates the usage of social dilemma paradigms to study electronic societies, as shown in Figure 1. THE COMMONS The Commons toolkit was created using the V-Worlds Platform, a robust and extensible framework for distributed persistent objects [V-Worlds cite]. The V-Worlds system, specifically designed to facilitate the development of shared virtual environments, offered many advantages, namely, automatic communication between multiple clients, easy programming via scripting, convenient interface proptyping via Dynamic HTML and integration with the World Wide Web. The fact that the V-Worlds Platform was designed specifically for the creation of shared virtual environments aided in the development process. In particular V-Worlds maintains the notion that multiple clients can be connected to a virtual room and that all clients automatically receive updates for any state changes to objects occurring within the room. Hence, much of the communication infrastructure was already completed, and creating the specialized types of communication for The Commons was often a matter of just a few lines of code. In addition, because of the modular nature of the platform, and teh ability to modify objects even at run time, different behaviors could be easily prototyped. This created the ability to quickly and easily modify an existing environment to include The Commons toolkit, and to change experimental conditions with little change to the rest of the interface and user experience. Also, V-Worlds was specifically designed to allow world creation and modification in Active Scripting languages. This allowed us to create a toolkit which could be used easily by members of the sociology, psychology and design community without the need for dedicated developers. For example, to change the reward payoff for a social dilemma game, an experimenter must simply change a single variable in a javascript textfile. No knowledge of programming is required. Finally, the V-Worlds architecture, integrated in design and practice with Microsoft Internet Explorer, allowed us to create tools which could be run on the World Wide Web, allowing The Commons to run experiments efficiently and inexpensively which were not previously possible. Examples of these types of experiments would be those done over a great geographical distance, an extended period of time, or those wishing to use the large user population of the World Wide Web. In choosing an initial type of basic social dilemma, an iterated dyadic continuous prisoner's dilemma [Cite]. Iterated refers to the fact that the same game, with the same partners, is played repeatedly. This allows relationships to build over the course of the experiment, and effects to be recognizable which might only occur over time. Dyadic means that the game involves two players interacting with each other, .as opposed to polyadic games, where groups of users interact at once. Continuous means that rather than just being given a choice between selfishness (defection) and group benefit (cooperation), the users may select from a scale, in this case between zero and ten, between the choices. Given this set of choices, a specific game was used for validation experiments. The rules of this game are given in figure 2. Although this game was chosen as an initial social dilemma, other games can be easily modeled with the same toolkit by making simple scripting changes. However, this choice of a default dilemma model has several benefits. As opposed to discrete dilemmas where the only options available to players are to cooperate or defect, the continuous nature of this game allows experimenters to see more finely grained differences in levels of cooperation. Also, the simplicity of the game, as evidenced by the brevity of the instructions, allows the games to be run quickly without prior user training. Finally, the dyadic nature of the game allows experiments to be run without the necessity of coordinating or compensating large groups as in the polyadic cases. This also means that experimenters can control for many confounding variables present in group cases, concentrating instead on those variables the experimenters wish to study. Using this game, a module was created for V-Worlds that would provide all of the necessary affordances not only for the play of the game, but for the recording of any data which would be relevant to or of interest to the experimenter. Again in this process every effort was made to preserve the flexibility of the toolkit, allowing for changes in data presentation and recording to be made simply and easily in Active Scripting languages. Once the general toolkit was created and tested, script changes were made in order to test the validity of this approach by running a simple experiment. In this experiment, we show that The Commons accurately reports that the ability to communicate during the game helped to raise the overall level of trust and cooperation present. Of course, this result itself, although never before shown conclusively for electronic societies, should come as a surprise to nobody. Social scientists using the social dilemma paradigms have shown that communication can help to build community, and conversely that lack of communication can in fact hurt community over time[Sally.]. Further, electronic designers and maintainers are well aware that lack of communication ability can severely undermine attempts to create a successful community[VALEXCHANGE] [WHITTLE]. Therefore, it is important to keep in mind that, as will be discussed with results, this experiment is not presented here as a novel finding. Instead, the study was completed to show the validity of The Commons as a tool for implementing the Social Dilemma Paradigm, and a gauge of its effectiveness in demonstrating a widely assumed fact. THE VALIDATION STUDY Introduction In this study, subjects played an iterated dyadic continuous prisoner's dilemma for seventy rounds. They did not meet each other face-to-face before, during, or after the game. Approximately half of the subjects who played were allowed to send text messages to each other (chat) during the game. The other half had no communication beyond what the game itself provided. Data was gathered on the contribution made by each player at each round, as well as data about chat message counts and contents. This data was then analyzed to determine whether there was a significant difference in the level of trust and cooperation between the two groups of subjects. Based on the previously cited research in both social dilemmas[and in the creation of electronic communities, we hypothesized that there would indeed be such a difference, with the group able to chat having the higher level of trust and cooperation. Therefore, we were interested in showing that The Commons could demonstrate this widely assumed fact to be true, and how descriptive it would be of its effect. Further, we used this experiment to check the validity of the approach in general by comparing contribution rates in the group without chat with other similar studies from social dilemma research which were not performed online. Subjects The subjects were 23 adults aged 26 to 54 years old(average=41.05). Approximately half of the subjects were men (n=13) and half of the subjects were women (n=10). They were recruited from the Microsoft subject pool, and only subjects with intermediate Internet skills and some experience with Microsoft Internet Explorer were selected to participate. In addition to the compensation related to performance in this specific experiment as will be discussed later, each subject received a gratuity of one Microsoft software package of their choice for participation. Procedure The subjects were randomly assigned to two groups. All factors were held constant between the two groups with the exception of the fact that one group (the chat condition) was given instructions and affordances for sending and receiving text messages with their partner during the experiment. Each participant, isolated from all other participants throughout the experiment, was given a preliminary briefing that their performance in the game would affect their reward upon leaving. Informed consent was gathered at this time. They were then given semi-random three digit user numbers which were used as monikers for the rest of the experiment to control for any effects real names might have created. Each participant then read a series of instructions using Microsoft Internet Explorer web HTML Web Ppages. These instructions explained the rules of the game and that it would continue for "approximately 100 rounds". In addition, these instructions were written to reinforce that a subject's success in the game would affect their compensation, and included a test of understanding, which the subjects were required to complete correctly before continuing. Once both they and their partner had completed the instructions and test of understanding, they began to play the game using the interface shown in Figure 3. During the game, each player's contributions, as well as any chat interaction, was recorded for further study. Play continued without interruption for 70 rounds, at which time the game was ended without warning to avoid end-game effects[axelrod]. Each participant then completed an electronic questionnaire containing background and impression data, as well as other measures of interest to the experimenters. Next, each subject was interviewed and asked open-ended questions about their experience. Each was then given extra compensation in the form of gift certificates based on their final score in the game, thanked for their participation, and given their software gratuity. Results Of the twenty-three subjects, valid data was obtained from 20 of them, 10 in each condition. One subject was removed from the study when their assigned partner failed to appear. One pair of subjects in the chat condition was removed after they made it clear that they did not understand the instructions and required experimenter intervention. [here's where we put in the checks for motivation and trust level -- Peter, how do I do those?] At the conclusion of the experiment, the data was analyzed for both group differences and trends with time. Therefore there was more than one hypothesis being tested. Due to the small sample size, it was assumed that we would not reach levels of statistical certainty. However, the results, as shown in figures 3 and 4, were clearly compelling, and statistical analyses were performed to determine whether the differences both between and within conditions could be shown significant. Statistics for pairs of participants were averaged to account for the dependency between partners. Descriptive statistics showed clear differences between the groups, henceforth labeled as chat and no-chat. The means were 8.10 for Chat and 4.38 for no-chat. Medians were 10 and 3.25 respectively. It was also noted that the variance was much higher for the condition without chat, 17.14 as opposed to 8.84. Due to the small number of participants, this difference was not strongly significant, F(1,8)=3.00, p(.12. However, using more appropriate statistical approaches, several results could be shown to a level of proof. Within subject differences apparent from the data collected seemed to imply that without chat trust and cooperation decreased, while they did not in the chat condition. Therefore, a repeated measures anova tests was were performed, and the within subject significances was were recorded. For this these tests, rounds were considered in blocks of five. For the no chat condition, round block had an effect of significance, F(13,52) = 3.06, p<.01. For the chat condition, there was no significant effect of round, F(13,52) = 1.06, p(.41. Combining these results with the graphs of figures 3 and 4 showed these hypotheses to be true.  Finally, although the overall between-subjects difference was not strongly statistically significant, the interaction effect between condition and round was. Precisely, the effect of chat on cooperation rates as compared to that of no-chat differ across the trials, with chat having an increasing relative effect over time. Another way of stating this is that the difference between the two conditions increases over time, F(13,104) = 2.19, p<.02. These results showed that The Commons was not only able to show the difference in trust and cooperation which communication provided, but was able to prove it to a higher bar than was needed, namely statistical significance. Comparison With Other Experimental Results [PETER - What are we looking at? Do I need to bluff this? fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill inWill fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. 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Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. These results showed that The Commons was able to accurately implement the social dilemma paradigm, and that its usefulness extends from those trying to create online society to those who want to study the paradigm in a flexible modular way. VALIDITY CONCLUSIONS It is important to keep in mind that this experiment is presented as validation for The Commons methodology and software, and not as a novel contribution on its own. However, it should be clear that The Commons has passed this two-pronged test for validity. First, its results are comparable with the previous non-online work. This allows its results to rely on the healthy and growing field of community research in the Social Sciences. Second, the toolkit is able to discover differences in levels of trust and cooperation due to changes in interface. Therefore, the study has shown that the methodology of The Commons is valid, and the toolkit implementing it is correct. Now we turn our discussion to its usefulness. DISCUSSION Currently, when evaluating features for online communities, two methods are primarily used. As we will see, although reasonable, these methods have severe drawbacks. With the commons, we have provided a novel tool which can not only act as its own method for this task, but can supplement these other methods to increase their effectiveness and minimize their drawbacks. The first method used for evaluating and choosing features is comparative history. This involves a community designer looking at existing successful communities and trying to take features from them which they believe have helped lead to the community's success. An example would be a designer, upon seeing that the Stacy Horn's ECHO community uses real world user names[CYBERVILLE], and deciding that ECHO is successful, decides that real world user names are thus important for community building. This method has many obvious disadvantages. First and foremost, there is an important inductive step which, instead of being examined and proven, is left to the 'gut feeling' of the designer. In this step, a determination is made which features of the almost limitless feature list in an electronic society are having positive effects on the society itself. Even if the designer guesses correctly, there is no way for them to test for themselves or prove to others that their choice is correct. This can be shown in our example. It is possible that the success of ECHO is not helped, indeed it is hindered by the use of real world user names. This negative effect may be obscured by the fact it is run by Stacy Horn, which may or may not be an advantage, but may vary the success of the community so widely that the presumably smaller effect of real world user names is hidden. With The Commons, the designer's hypothesis could be tested. It would be possible to run The Commons using real world user names (or some variation) and aliases, and compare the scores. The designer would then not only know, but also be able to prove that real world user names have a positive or negative effect on community building. The other approach currently used in choosing features is intuition and elegance. This includes choosing features from fictional works, and novel features, simply because they appeal aesthetically or 'should work'. An example of this would be a community builder including a live video of each user's face because 'people use facial expressions to communicate all the time'. Of course, this approach also has disadvantages. Before the community is built, and, as we showed in the first case, even after it is built, it is impossible to tell whether this feature is useful for community building. The Commons again can help to solve this dilemma. Simply by running an experiment where the presence of this affordance is the independent variable, this argument can be solved. This can also help to develop novel affordances and community features, as it is now possible to test them without building an entire community. Of course, it is not necessarily successful single factors which are combined to create a successful electronic society. It is widely believed that more synergistic or holistic views are also important. The creation of an online society may be more like developing a good recipe than constructing a sound building, where it is the interplay between the ingredients which lead to a sum greater than its constituent parts. The Commons allows for those taking a more synergistic view of community creation to perform experiments as well, and provides them with useful data. For example, although it might be shown that the use of real world user names dto in fact help in creating a successful online society, it may be true that in certain societies like online support groups for socially sensitive diseases such as alcoholism, they have the opposite effect. It would be possible using Tthe Ccommons to use an actual community confronting these issues to test this hypothesis. As stated earlier, the V-Worlds architecture gives The Commons a modular design which is compatible with modern operating systems and the World Wide Web. Therefore, using the actual community, be it web-based or not, The Commons could be run in either the same browsing window or on the same computer, connecting the same participants. If the community used pseudonyms, then The Commons could be easily configured to transmit the users' names to their partners, otherwise, it could be used to mask their names by interacting with the community software. Then, subjects could be run in a condition with and without real world user names. The results of this subject could aid the designers or developers in their decisions about this compound effect. CONCLUSIONS The Commons is a methodology and toolkit to aid in the design and study of online societies. We have discussed the foundations which led to the idea, and explained the design decisions made along the way to its completion. We have shown that this methodology is valid, and that the toolkit produces results comparable to the existing social science literature, by performing and analyzing the results from a user study. Finally, we have examined its usefulness in the design of successful electronic societies by showing its advantage over those methods most often used today. ACKNOWLEDGMENTS [WITHHELD FOR REVIEW] REFERENCES Abela, A., and Sacconaghi, A., Value Exchange: The Secret of Building Customer Relationships On Line. The McKinsey Quarterly 1997, Number 2 Axelrod, R. The Evolution of Cooperation. Basic Books, New York, 1984 Coate, J. Cyberspace Innkeeping: Building Online Community. Available at http://www.gopher.well. sf.ca.us:70/0/Community/Innkeeping Glaser, M. Building Online Communities. New Media, March 3, 1997 Hardin, G., The Tragedy of The Commons. Science. 162:1243-48, 1968 Horn, S. Cyberville. Warner Books, Inc., New York, 1988 Kelly, H. Interpersonal Relations: A Theory of Interdependence. Wiley and Sons, New York, 1978 Kiesler, S., Sproull, L. and Waters, K. A Prisoner's Dilemma Experiment on Cooperation With People and Human-Like Computers. Journal of Personality and Social Psychology 1996. Vol. 70, No 1, 47-65 Kollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Ledyard, J.Public Goods: A Survey of Experimental Research. In Kagel, J. and Roth, A. (Eds.), The Handbook of Experimental Economics. Princeton University Press, Princeton, NJ, 1995 Messick, D and Brewer, M. Solving Social Dilemmas. In Wheeler, L. and Shaver, P., Review of Personality and Social Psychology. Sage, Beverly Hills, CA, 1983 Olson, M. The Logic of Collective Action: Public Goods and the Theory of Groups. Harvard University Press, Cambridge, MA, 1965 Rocco, R. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. Sally, D. Conversation and Cooperation in Social Dilemmas: A Meta-analysis of Experiments from 1958 to 1992. Rationality and Society, 7,58-92, 1995 Vellon, M., Marple. K., Mitchell, D., and Drucker, S. The Architecture of a Distributed Virtual Worlds System. Proceedings of the 4th Conference on Object-Oriented Technologies and Systems (COOTS). April, 1998. Wellman, B. and Gulia, M. Net Surfers Don't Ride Alone: Virtual Communities as Communities. In Kollock, P. and Smith, M. (Eds.), Communities in Cyberspace. University of California Press, Berkeley, CA, 1998 Whittle, D. Cyberspace: The Human Dimension. W. H. Freeman and Co., New York, 1997 The columns on the last page should be of equal length.ABSTRACT (STILL TO BE REWRITTEN) methods most often used today. InternetUser StudiesTrustMethodologies, Empirical (Quantitative), oftenwill the ideashowsWe will then show , by performing and analyzing the results from a user studyitsTHE COMMONS The Commons toolkit was created using the V-Worlds Platform, a robust and extensible framework for distributed persistent objects [V-Worlds cite]. The V-Worlds system, specifically designed to facilitate the development of shared virtual environments, offered many advantages, namely, automatic communication between multiple clients, easy programming via scripting, convenient interface proptyping via Dynamic HTML and integration with the World Wide Web. The fact that the V-Worlds Platform was designed specifically for the creation of shared virtual environments aided in the development process. In particular V-Worlds maintains the notion that multiple clients can be connected to a virtual room and that all clients automatically receive updates for any state changes to objects occurring within the room. Hence, much of the communication infrastructure was already completed, and creating the specialized types of communication for The Commons was often a matter of just a few lines of code. d these hypotheses to be true. The idea that this metric is equivalent]THE COMMONS The Commons toolkit was created using the V-Worlds Platform, a robust and extensible framework for distributed persistent objects [V-Worlds cite]. The V-Worlds system, specifically designed to facilitate the development of shared virtual environments, offered many advantages, namely, automatic communication between multiple clients, easy programming via scripting, convenient interface proptyping via Dynamic HTML and integration with the World Wide Web. The fact that the V-Worlds Platform was designed specifically for the creation of shared virtual environments aided in the development process. In particular V-Worlds maintains the notion that multiple clients can be connected to a virtual room and that all clients automatically receive updates for any state changes to objects occurring within the room. Hence, much of the communication infrastructure was already completed, and creating the specialized types of communication for The Commons was often a matter of just a few lines of code. THE COMMONS The Commons toolkit was created using the V-Worlds Platform, a robust and extensible framework for distributed persistent objects [V-Worlds cite]. The V-Worlds system, specifically designed to facilitate the development of shared virtual environments, offered many advantages, namely, automatic communication between multiple clients, easy programming via scripting, convenient interface proptyping via Dynamic HTML and integration with the World Wide Web. The fact that the V-Worlds Platform was designed specifically for the creation of shared virtual environments aided in the development process. In particular V-Worlds maintains the notion that multiple clients can be connected to a virtual room and that all clients automatically receive updates for any state changes to objects occurring within the room. Hence, much of the communication infrastructure was already completed, and creating the specialized types of communication for The Commons was often a matter of just a few lines of code. At the conclusion of the experiment, the data was analyzed for both group differences and trends with time. Therefore there was more than one hypothesis being tested. Due to the small sample size, it was assumed that we would not reach levels of statistical certainty. However, the results, as shown in figures 3 and 4, were clearly compelling, and statistical analyses were performed to determine whether the differences both between and within conditions could be shown significant. Statistics for pairs of participants were averaged to account for the dependency between partners.  Finally, although the overall between-subjects difference was not strongly statistically significant, the interaction effect between condition and round was. Precisely, the  effect of chat on cooperation rates as compared to that of no-chat differ across the trials, with chat having an ...presssureLEAVE BLANK THE LAST 2.5 cm (1) OF THE LEFT COLUMN ON THE FIRST PAGE FOR THE COPYRIGHT NOTICE.each subject received a gratuity of one Microsoft software package of theirFinallydoes in fact existhistorically valid measurement for the success of a community, online or offline, is the level of trust and cooperation in present in that . A communityFin fact [kollock] [ledyard][messnick]. on this simple equivalenceThe idea that this metric is closely tied to the level of trust and cooperation in a community is not new. For decades, social scientists, including economists, sociologists and psychologists, have examined this fact, and proven its validity[hardin][olson][kelley]. More importantly, this metric can not only be quantified, but can be measured using a family of laboratory experiments, known collectively as the social dilemmas. These experiments, first performed in the 1950s, model the tension in societies between the pursuit of individual and collective goals. They do this using simple games to model the relevant issues, and use the scores on these games for measurement. An example of such a game will be given shortly. For an understanding of the past, present and future use of social dilemma experiments in non-electronic communities, the reader is referred to Kollock's recent review of the field for the Annual Review of Sociology[Kollockarspaper]. There is little question left in Sociology that these experiments successfully model societal interactions, and that they accurately measure trust and cooperations of social dilemmas capture theof social dilemmas capture these[kollock] [ledyard][messnick]. However, with the exception of Rocca's recentce communication at the extremes], these experiments have not been used onlineworkThe toolkit which we created, named The Commons, , allowsopulation of the World Wide Web.In choosing an initial type of basic social dilemma, an iterated dyadic continuous prisoner's dilemma [Cite]. Iterated refers to the fact that the same game, with the same partners, is played repeatedly. This allows relationships to build over the course of the experiment, and effects to be recognizable which might only occur over time[yamagishis][kollock2]. .IThus, the situation has the structure of a Prisoner's Dilemma: The greatest possible Dyadic means that the game involves two players interacting with each other, as opposed to polyadic games, where groups of users interact at once. Continuous means that rather than just being given a choice between selfishness (defection) and group benefit (cooperation), the users may select from a scale, in this case between zero and ten, between the choices. Given this set of choices, a specific game was used for validation experiments. The rules of this game are given in figure 2. Although this game was chosen as an initial social dilemma, other games can be easily modeled with the same toolkit by making simple scripting changes. However, this choice of a default dilemma model has several benefits. As opposed to discrete dilemmas where the only options available to players are to cooperate or defect, the continuous nature of this game allows experimenters to see more finely grained differences in levels of cooperation. Also, the simplicity of the game, as evidenced by the brevity of the instructions, allows the games to be run quickly without prior user training. Finally, the dyadic nature of the game allows experiments to be run without the necessity of coordinating or compensating large groups as in the polyadic cases. This also means that experimenters can control for many confounding variables present in group cases, concentrating instead on those variables the experimenters wish to study. Using this game, a module was created for V-Worlds that would provide all of the necessary affordances not only for the play of the game, but for the recording of any data which would be relevant to or of interest to the experimenter. Again in this process every effort was made to preserve the flexibility of the toolkit, allowing for changes in data presentation and recording to be made simply and easily in Active Scripting languages. Once the general toolkit was created and tested, script changes were made in order to test the validity of this approach by running a simple experiment. In this experiment, we show that The Commons accurately reports that the ability to communicate during the game helped to raise the overall level of trust and cooperation present. Of course, this result itself, although never before shown conclusively for electronic societies, should come as a surprise to nobodydesigned and implemented and. Social scientists using the social dilemma paradigms have shown that communication can help to build community, and conversely that lack of communication can in fact hurt community over time[Sally.]. Further, electronic designers and maintainers are well aware that lack of communication ability can severely undermine attempts to create a successful community[VALEXCHANGE] [WHITTLE]. Therefore, it is important to keep in mind that, as will be discussed with results, this experiment is not presented here as a novel finding. Instead, the study was completed to show the validity of The Commons as a tool for implementing the Social Dilemma Paradigm, and a gauge of its effectiveness in demonstrating a widely assumed fact previously cited in both social dilemmas[sally]and 3310Of the twenty-three subjects, valid data was obtained from 20 of them, 10 in each condition. One subject was removed from the study when their assigned partner failed to appear. One pair of subjects in the chat condition was removed after they made it clear that they did not understand the instructions and required experimenter intervention. [here's where we put in the checks for motivation and trust level -- Peter, how do I do those?][CHECK!] At the conclusion of the experiment, the data was analyzed for both group differences and trends with time. Therefore there was more than one hypothesis being tested. Due to the small sample size, it was assumed that we would not reach levels of statistical certainty. However, the results, as shown in figures 3 and 4, were clearly compelling, and statistical analyses were performed to determine whether the differences both between and within conditions could be shown significant. Statistics for pairs of participants were averaged to account for the dependency between partners. Comparison With Other Experimental Results[PETER - What are we looking at? Do I need to bluff this? fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. Will fill in. 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These results showed that The Commons was able to accurately implement the social dilemma paradigm, and that its usefulness extends from those trying to create online society to those who want to study the paradigm in a flexible modular way.  This method of assessing transformations follows Kelley (1979) and Wyer (1969). Subjects' answers to questionnaire items such as these have been shown to be predictive of their actual choice behavior in games involving money (Wyer 1969). Subjects were asked to indicate their overall impression of their partner on the following scales: intelligent-unintelligent, dishonest-honest, fair-unfair, unlikable-likable, rational-nonrational, untrustworthy-trustworthy, powerful-weak, kind-unkind, unfriendly-friendly, rigid-flexible, aggressive-unaggressive, helpful-unhelpful, cooperative-competitive, cold-warm, sincere-manipulative, selfish-unselfish.VALIDITY CONCLUSIONSVALIDITY CONCLUSIONS It is important to keep in mind that this experiment is presented as validation for The Commons methodology and software, and not as a novel contribution on its own. However, it should be clear that The Commons has passed this two-pronged test for validity. First, its results are comparable with the previous non-online work. This allows its results to rely on the healthy and growing field of community research in the Social Sciences. Second, the toolkit is able to discover differences in levels of trust and cooperation due to changes in interface. Therefore, the study has shown that the methodology of The Commons is valid, and the toolkit implementing it is correct. Now we turn our discussion to its usefulness. Finally, w WUnlimited (cyber)space. Researchers without permanent labs can make temporary use of general-purpose computer labs or other spaces in order to run experiments. At some universities, it would even be possible for students participating in the experiment to log on from their dorm rooms. A much more flexible use of space and equipment would be possible. Kollock, P. 1993b. Cooperation in an Uncertain World: An Experimental Study. Sociological Theory and Methods 8(1):3-18. Kollock, P. 1993a1993. 1993b 1993. Cooperation in an Uncertain World: An Experimental Study. Sociological Theory and Methods 8(1):3-18.Whittle, D. Cyberspace: The Human Dimension. W. H. Freeman and Co., New York, 1997 1969. "Prediction of Behavior in Two-Person Games." Journal of Personality and Social Psychology 13:222-238. 1986. The Provision of a Sanctioning System as a Public Good. Journal of Personality and Social Psychology 3:51-87. Yamagishi, Toshio. The Provision of a Sanctioning System as a Public Good. Journal of Personality and Social Psychology 3:51-87. 1986. GlaserCoateWellman and Guliakollock] [ledyard][messnick] Rations.][][kollock] [ledyard][messnick (F.assesindiciduallysystem whichwell defineda well-defined set of models and methods havecommunication[work whichtrust chipapern eHowever, there has been surprisingly little current work that has applied social dilemma models to online interaction and electronic societies. A recent exception is Rocca's work that examined the difference between electronic and face-to-face communication [15]. In Rocca's research, a specialized system was built, and a specific experiment was run, to show the difference between online and face-to-face communities. What we have completed is instead a generalizable toolkit and methodology capable of capturing not only these basic differences, but differences created by interface or social factors within electronic societies themselves. The Commons, the toolkit created, allows and facilitates the usage of social dilemma paradigms to study electronic societies, as shown in Figure 1.  V-Worlds citeproptypingconditions withjavascriptcooperation[yamagishiskollock221][10in groupin-data which would be relevant toits electronicVALEXCHANGE[WHITTLE]. But ] community[: The, but old(axelrodDuring the game, each player's contributions, as well as any chat interaction, was recorded for further study. Play continued without interruption for 70 rounds, at which time the game was ended without warning to avoid end-game effects [2]. Each participant then completed an electronic questionnaire containing background and impression data, as well as other measures of interest to the experimenters. Next, each subject was interviewed and asked open-ended questions about their experience. Each was then given extra compensation in the form of gift certificates based on their final score in the game, thanked for their participation, and given their software gratuity. Results Analysis of the post-experimental questionnaire provides evidence that the subjects were motivated to earn as much as possible (mean = 5.50; seven point scale), rated the instructions they received as very clear (mean = 6.89), and enjoyed participating in the experiment (mean = 5.00). None of these scores differed significantly between the two experimental conditions.  Descriptive statistics showed clear differences between the groups, henceforth labeled as chat and no-chat. The means were 8.10 for Chat and 4.38 for no-chat. Medians were 10 and 3.25 respectively. It was also noted that the variance was much higher for the condition without chat, 17.14 as opposed to 8.84. Due to the small number of participants, this difference was not strongly significant, F(1,8)=3.00, p(.12. However, using more appropriate statistical approaches, several results could be shown to a level of proof. Within subject differences apparent from the data collected seemed to imply that without chat trust and cooperation decreased, while they did not in the chat condition. Therefore, repeated measures anova tests were performed, and the within subject significances were recorded. For these tests, rounds were considered in blocks of five. For the no chat condition, round block had an effect of significance, F(13,52) = 3.06, p<.01. For the chat condition, there was no significant effect of round, F(13,52) = 1.06, p(.41. Combining these results with the graphs of figures 3 and 4 showed these hypotheses to be true. Finally, although the overall between-subjects difference was not strongly statistically significant, the interaction effect between condition and round was. Precisely, the effect of chat on cooperation rates as compared to that of no-chat differ across the trials, with chat having an he trials, with chat having an an 7 point Figure 6 : Subjects(Kelley 1979) Kelley (1979) and Wyer (1969) 1969r in games involving money (Wyer)Figure 6 displays the mean rating for the four outcomes for each experimental condition. Note that in both conditions, mutual cooperation is ranked more highly than exploitation of partner, even though exploitation of partner (I contribute nothing while my partner contributes all 10 points) results of partner, even though exploitation of partner (I contribute nothing while my partner contributes all 10 points) results EMBED MSGraph.Chart.8 \* MERGEFORMAT \s Figure 6. Effect of chat on subjective preference structure. (Kollock 1993b)CYBERVILLE of thegreat 21191817151313EMBED MSGraph.Chart.8 \* MERGEFORMAT \sEMBED MSGraph.Chart.8 \* MERGEFORMAT \s Descriptive statistics showed clear differences between the groups, henceforth labeled as chat and no-chat. The means were 8.10 for Chat and 4.38 for no-chat. Medians were 10 he dependency between partners.  and 3.25 respectively. It was also noted that the variance Figure 6. Effect of chat on subjective preference structure. EMBED MSGraph.Chart.8 \* MERGEFORMAT \s of partner, even though exploitation of partner (I contribute nothing while my partner contributes all 10 points) results EMBED MSGraph.Chart.8 \* MERGEFORMAT \sin the greater number of points. Note that subjects in the chat condition compared to the no-chat condition are much more dissatisfied with an outcome of mutual defection or an more dissatisfied with an outcome of mutual defection or an EMBED MSGraph.Chart.8 \* MERGEFORMAT \s Open architecture. Because the Web is based on an open architecture and standard protocols. Software written for the Internet remains useful as new hardware is developed, in contrast to todays social science experimental labs in which a hardware upgrade often precludes use of software that has been developed at great expense. Unlimited (cyber)space. Researchers without permanent labs can make temporary use of general-purpose computer labs or other spaces in order to run experiments. At some universities, it would even be possible for students participating in the experiment to log on from their dorm rooms. A much more flexible use of space and equipment would be possible. The columns on the last page should be of equal length.(Macy et al. 1997) and the human In TWe then capitalizedtoolkit whichexploitation ofexploitation ofof thisResearch on large groups. The ability for hundreds or even thousands of subjects to participate simultaneously opens up for the first time experimental research on collective action in large groups. Increased sample size. The ability to recruit from a much broader population, and to run hundreds of subjects simultaneously from a single Web-server, also removes current constraints on sample size. Reduced selection bias. A Web-based laboratory does not need to be located on a college campus, or even in the same country as the experimenter. Experimenter effects. A Web-based lab allows subjects to participate from their own homes and offices, free from surveillance by the experimenter. Social pressures against selfish behavior can then be manipulated, free from contamination by the uncontrolled effects of participation in a physically constrained space controlled by an authority figure. CONCLUSIONS The Commons is a methodology and toolkit to aid in the design and study of online societies. We have discussed the foundations which led to the idea, and explained the design decisions made along the way to its completion. We have shown that this methodology is valid, and that the toolkit produces results comparable to the existing social science literature, by performing and analyzing the results from a user study. Finally, we have examined its usefulness in the design of successful electronic societies by showing its advantage over those methods most often used today. ACKNOWLEDGMENTS [WITHHELD FOR REVIEW] REFERENCES Abela, A., and Sacconaghi, A., Value Exchange: The Secret of Building Customer Relationships On Line. The McKinsey Quarterly 1997, Number 2 Axelrod, R. The Evolution of Cooperation. Basic Books, New York, 1984 Coate, J. Cyberspace Innkeeping: Building Online Community. Available at http://www.gopher.well. sf.ca.us:70/0/Community/Innkeeping Glaser, M. Building Online Communities. New Media, March 3, 1997 Hardin, G., The Tragedy of The Commons. Science. 162:1243-48, 1968 Horn, S. Cyberville. Warner Books, Inc., New York, 1988 Kelly, H. Interpersonal Relations: A Theory of Interdependence. Wiley and Sons, New York, 1978 Kiesler, S., Sproull, L. and Waters, K. A Prisoner's Dilemma Experiment on Cooperation With People and Human-Like Computers. Journal of Personality and Social Psychology 1996. Vol. 70, No 1, 47-65 Kollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Kollock, P. An Eye for an Eye Leaves Everyone Blind: Cooperation and Accounting Systems. American Sociological Review 58(6):768-786. 1993. Kollock, P. Cooperation in an Uncertain World: An Experimental Study. Sociological Theory and Methods 8(1):3-18. 1993. Ledyard, J.Public Goods: A Survey of Experimental Research. In Kagel, J. and Roth, A. (Eds.), The Handbook of Experimental Economics. Princeton University Press, Princeton, NJ, 1995 Macy, M., Kollock, P. and Yamagishi, T. The 'Tiger's Cave' Experiments, Cornell University Working Paper, 1997 Messick, D and Brewer, M. Solving Social Dilemmas. In Wheeler, L. and Shaver, P. (Eds.), Review of Personality and Social Psychology. Sage, Beverly Hills, CA, 1983 Olson, M. The Logic of Collective Action: Public Goods and the Theory of Groups. Harvard University Press, Cambridge, MA, 1965 Rocco, E. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. Sally, D. Conversation and Cooperation in Social Dilemmas: A Meta-analysis of Experiments from 1958 to 1992. Rationality and Society, 7,58-92, 1995 Vellon, M., Marple. K., Mitchell, D., and Drucker, S. The Architecture of a Distributed Virtual Worlds System. Proceedings of the 4th Conference on Object-Oriented Technologies and Systems (COOTS). April, 1998. Wellman, B. and Gulia, M. Net Surfers Don't Ride Alone: Virtual Communities as Communities. In Kollock, P. and Smith, M. (Eds.), Communities in Cyberspace. University of California Press, Berkeley, CA, 1998 Whittle, D. Cyberspace: The Human Dimension. W. H. Freeman and Co., New York, 1997 Wyer, R. S. "Prediction of Behavior in Two-Person Games." Journal of Personality and Social Psychology 13:222-238. 1969. Yamagishi, Toshio. The Provision of a Sanctioning System as a Public Good. Journal of Personality and Social Psychology 3:51-87. 1986. What is called for is a series of experimental studies that determine the effects of different kinds of information flows and how those effects change across time and across different interfaces. We begin this research agenda here, describing a very flexible toolkit for conducting these kinds of studies as well as reporting the results of our initial experiment. lead questions which are applicable to non-electronic societies whichResearch on large groups. The ability for hundreds or even thousands of subjects to participate simultaneously opens up for the first time experimental research on collective action in large groups. Increased sample size. The ability to recruit from a much broader population, and to run hundreds of subjects simultaneously from a single Web-server, also removes current constraints on sample size. Reduced selection bias. A Web-based laboratory does not need to be located on a college campus, or even in the same country as the experimenter. Experimenter effects. A Web-based lab allows subjects to participate from their own homes and offices, free from surveillance by the experimenter. Social pressures against selfish behavior can then be manipulated, free from contamination by the uncontrolled effects of participation in a physically constrained space controlled by an authority figure. CONCLUSIONS The Commons is a methodology and toolkit to aid in the design and study of online societies. We have discussed the foundations which led to the idea, and explained the design decisions made along the way to its completion. We have shown that this methodology is valid, and that the toolkit produces results comparable to the existing social science literature, by performing and analyzing the results from a user study. Finally, we have examined its usefulness in the design of successful electronic societies by showing its advantage over those methods most often used today. ACKNOWLEDGMENTS [WITHHELD FOR REVIEW] REFERENCES Abela, A., and Sacconaghi, A., Value Exchange: The Secret of Building Customer Relationships On Line. The McKinsey Quarterly 1997, Number 2 Axelrod, R. The Evolution of Cooperation. Basic Books, New York, 1984 Coate, J. Cyberspace Innkeeping: Building Online Community. Available at http://www.gopher.well. sf.ca.us:70/0/Community/Innkeeping Glaser, M. Building Online Communities. New Media, March 3, 1997 Hardin, G., The Tragedy of The Commons. Science. 162:1243-48, 1968 Horn, S. Cyberville. Warner Books, Inc., New York, 1988 Kelly, H. Interpersonal Relations: A Theory of Interdependence. Wiley and Sons, New York, 1978 Kiesler, S., Sproull, L. and Waters, K. A Prisoner's Dilemma Experiment on Cooperation With People and Human-Like Computers. Journal of Personality and Social Psychology 1996. Vol. 70, No 1, 47-65 Kollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Kollock, P. An Eye for an Eye Leaves Everyone Blind: Cooperation and Accounting Systems. American Sociological Review 58(6):768-786. 1993. Kollock, P. Cooperation in an Uncertain World: An Experimental Study. Sociological Theory and Methods 8(1):3-18. 1993. Ledyard, J.Public Goods: A Survey of Experimental Research. In Kagel, J. and Roth, A. (Eds.), The Handbook of Experimental Economics. Princeton University Press, Princeton, NJ, 1995 Macy, M., Kollock, P. and Yamagishi, T. The 'Tiger's Cave' Experiments, Cornell University Working Paper, 1997 Messick, D and Brewer, M. Solving Social Dilemmas. In Wheeler, L. and Shaver, P. (Eds.), Review of Personality and Social Psychology. Sage, Beverly Hills, CA, 1983 Olson, M. The Logic of Collective Action: Public Goods and the Theory of Groups. Harvard University Press, Cambridge, MA, 1965 Rocco, E. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. Sally, D. Conversation and Cooperation in Social Dilemmas: A Meta-analysis of Experiments from 1958 to 1992. Rationality and Society, 7,58-92, 1995 Vellon, M., Marple. K., Mitchell, D., and Drucker, S. The Architecture of a Distributed Virtual Worlds System. Proceedings of the 4th Conference on Object-Oriented Technologies and Systems (COOTS). April, 1998. Wellman, B. and Gulia, M. Net Surfers Don't Ride Alone: Virtual Communities as Communities. In Kollock, P. and Smith, M. (Eds.), Communities in Cyberspace. University of California Press, Berkeley, CA, 1998 Whittle, D. Cyberspace: The Human Dimension. W. H. Freeman and Co., New York, 1997 Wyer, R. S. "Prediction of Behavior in Two-Person Games." Journal of Personality and Social Psychology 13:222-238. 1969. Yamagishi, Toshio. The Provision of a Sanctioning System as a Public Good. Journal of Personality and Social Psychology 3:51-87. 1986. The Commons: A Toolkit for the Quantitative Analysis of Factors in the Success or Failure of Electronic Societies Joshua Berman Steven M. Drucker Peter Kollock Microsoft Research Microsoft Research Department of Sociology Microsoft Corporation Microsoft Corporation University of California at Los Angeles One Microsoft Way One Microsoft Way Los Angeles, CA 90095-1551 Redmond, WA 98052 USA Redmond, WA 98052 USA USA +1 404 786 1698 +1 425 703 5880 +1 310 825 1313 berman@cc.gatech.edu sdrucker@microsoft.com kollock@ucla.edu ABSTRACT In this paper, we introduce The Commons, which is a novel methodology and toolkit to aid in the design and study of online societies. We first discuss the foundations which led to its inception, and explain the design decisions made along the way to its completion. Next, we describe the system itself. We then describe and analyze the results of a user study, which shows that this methodology is valid, and that the toolkit produces results comparable to the existing social science literature. In this study we examine a particular form of online communication -- synchronous text chat - and report on its effects in increasing trust and cooperation in online interactions. It is a common intuition that communication leads to more cooperative online relationships but intuition is not proof, nor does intuition provide a precise mapping of the effects and dynamics of various forms of communication on cooperation. What is called for is a series of experimental studies that determine the effects of different kinds of information flows and how those effects change across time and across different interfaces. We begin this research agenda here, describing a very flexible toolkit for conducting these kinds of studies as well as reporting the results of our initial experiment. Next, we will examine the usefulness of The Commons in the design of successful electronic societies, by showing its advantages over those methods most commonly used today. Finally, we discuss the importance of this platform for continued experimental research in both the social science and computer-human interface research communities. Keywords Electronic Societies, Virtual Communities, Social Interfaces, Social Computing, Computer-Mediated Communication, Community Computing, Social Dilemmas INTRODUCTION What does it mean for an electronic society to be successful? Many researchers over the past two decades have hypothesized about what it takes, but very few have precisely defined what it means. Some researchers have simply used 'community' as a descriptive measure, so a successful online society would have more 'community'. Affordances and societal choices which led to its success would be said to have 'built community'. However, this approach does not help designers, developers or maintainers of electronic societies. They ask how this measure can be compared across different societies. They wonder how to tell whether their work is increasing or decreasing this abstract factor. There has been some attempt to measure success in terms of "retention factor"[4] -- a survival-of-the fittest approach, where success can be measured by user count. Of course, this means that the effect of new affordances and societal changes can not be measured, and that advertising and market pressure must guide even researchers' view of how to create successful online society. Others have argued that that success can be measured in terms of "village like-quality"[3] or how well they "resemble 'real life' communities"[19]. This method begs the question. What makes a successful village or successful 'real life' community? It is the very fact that these are questions which are applicable to non-electronic societies whichquestions that are applicable to non-electronic societies which lead led to our solution to the problem. If the same standards for success of society apply online and offline, is there a metric for the success of societies in general? Could this metric be quantified, and used to study electronic societies specifically? One such metric has already been developed. Across a variety of disciplines in the social sciences, a key way of conceptualizing and measuring the success of a relationship or group is to look at the level of trust and cooperation that exists. In fact, a well-defined set of models and methods has been developed to test the existence and dynamics of cooperation in social relations [9,12,14]. We have created a system that capitalizes on these methods to create a rich and extensible toolkit that can be used to better understand and develop successful electronic societies. PREVIOUS AND RELATED WORK The research area we draw upon from the social sciences is the cross-disciplinary work on social dilemmas. Social dilemmas are those situations in which an individually reasonable decision leads to collective disaster, that is, a situation in which everyone is worse off than they might have been otherwise. Models of social dilemmas capture this tension between individual and collective outcomes, and can therefore be used as a very powerful and broadly applicable probe to assess the level of cooperation and trust in a group. Since the 1950s, a large research literature has developed in this area (for reviews, see [9,12,14]). However, there has been surprisingly little current work that has applied social dilemma models to online interaction and electronic societies. A recent exception is Rocca's work that examined the difference between electronic and face-to-face communication [16]. In Rocca's research, a specialized system was built, and a specific experiment was run, to show the difference between online and face-to-face communities. What we have completed is instead a generalizable toolkit and methodology capable of capturing not only these basic differences, but differences created by interface or social factors within electronic societies themselves. The Commons, the toolkit created, allows and facilitates the usage of social dilemma paradigms to study electronic societies, as shown in Figure 1. THE COMMONS The Commons toolkit was created using the V-Worlds Platform, a robust and extensible framework for distributed persistent objects [18]. The V-Worlds system, specifically designed to facilitate the development of shared virtual environments, offered many advantages, namely, automatic communication between multiple clients, easy programming via scripting, convenient interface prototyping via Dynamic HTML and integration with the World Wide Web. The fact that the V-Worlds Platform was designed specifically for the creation of shared virtual environments aided in the development process. In particular V-Worlds maintains the notion that multiple clients can be connected to a virtual room and that all clients automatically receive updates for any state changes to objects occurring within the room. Hence, much of the communication infrastructure was already completed, and creating the specialized types of communication for The Commons was often a matter of just a few lines of code. In addition, because of the modular nature of the platform, and teh ability to modify objects even at run time, different behaviors could be easily prototyped. This created the ability to quickly and easily modify an existing environment to include The Commons toolkit, and to change experimental conditions with little change to the rest of the interface and user experience. Also, V-Worlds was specifically designed to allow world creation and modification in Active Scripting languages. This allowed us to create a toolkit which could be used easily by members of the sociology, psychology and design community without the need for dedicated developers. For example, to change the reward payoff for a social dilemma game, an experimenter must simply change a single variable in a JavaScript textfile. No knowledge of programming is required. Finally, the V-Worlds architecture, integrated in design and practice with Microsoft Internet Explorer, allowed us to create tools which could be run on the World Wide Web, allowing The Commons to run experiments efficiently and inexpensively which were not previously possible. Examples of these types of experiments would be those done over a great geographical distance, an extended period of time, or those wishing to use the large user population of the World Wide Web. (The potential advantages of this platform for experimental research are detailed at the end of this paper.) A set of interface elements, along with a related set of internal states and methods, were added to the V-Worlds system, to create a toolkit for the modeling of social dilemmas. For our initial studies, we chose to focus on an iterated Prisoner's Dilemma Game. The game is iterated in that partners play it repeatedly with each other. This allows relationship to build over the course of the experiment, and effects to be recognizable which might only occur over time. For our first studies, we focus on the dyadic (2-person) version of the game, although future studies will examine the multiple person (termed N-Person) versions of the game as well. We also chose to use a continuous version of the game: in the classic Prisoner's Dilemma, subjects are given the dichotomous choice of cooperating completely or defecting completely. This is an unrealistic and restrictive assumption given that interaction usually involves degrees of cooperation [10,22]. For this reason, we permit a range of cooperation. The rules of this game are given in figure 2. Thus, the situation has the structure of a Prisoner's Dilemma: The greatest possible return comes from keeping all of one's points while one's partner contributes all 10 points (a return of 30 points -- the 10 original points plus the 20 points from the partner's doubled contribution). However, if both actors follow this strategy each will end up with only 10 points (having contributed none to each other) rather than the 20 points each could receive if each contributed all their points. Although this game was chosen as an initial social dilemma, other games can be easily modeled with the same toolkit by making simple scripting changes. However, this choice of a default dilemma model has several benefits. As opposed to discrete dilemmas where the only options available to players are to cooperate or defect, the continuous nature of this game allows experimenters to see more finely grained differences in levels of cooperation. Also, the simplicity of the game, as evidenced by the brevity of the instructions, allows the games to be run quickly without prior user training. Finally, the dyadic nature of the game allows experiments to be run without the necessity of coordinating or compensating large groups as in the polyadic cases. This also means that experimenters can control for many confounding variables present in group cases, concentrating instead on those variables the experimenters wish to study. Using this game, a module was created for V-Worlds that would provide all of the necessary affordances not only for the play of the game, but for the recording of any data that would be relevant to or of interest to the experimenter. Again in this process every effort was made to preserve the flexibility of the toolkit, allowing for changes in data presentation and recording to be made simply and easily in Active Scripting languages. Once the general toolkit was created and tested, script changes were made in order to test the validity of this approach by running a simple experiment. Using the Commons toolkit, we designed and implemented an experiment to study the effects of communication on levels of cooperation in online interactions. Specifically, we examine a particular form of online communication synchronous text chat and report on its effects in increasing trust and cooperation in online interactions. It is a common intuition that communication leads to more cooperative online relationships electronic society designers and maintainers are well aware that lack of communication ability can severely undermine attempts to create a successful community [1,20]. However, intuition is not proof, nor does intuition provide a precise mapping of the effects and dynamics of various forms of communication on cooperation. What is called for is a series of experimental studies that determine the effects of different kinds of information flows and how those effects change across time and across different interfaces. We begin this research agenda here. THE VALIDATION STUDY Introduction In this study, subjects played an iterated dyadic continuous prisoner's dilemma for seventy rounds. They did not meet each other face-to-face before, during, or after the game. Approximately half of the subjects who played were allowed to send text messages to each other (chat) during the game. The other half had no communication beyond what the game itself provided. Data was gathered on the contribution made by each player at each round, as well as data about chat message counts and contents. This data was then analyzed to determine whether there was a significant difference in the level of trust and cooperation between the two groups of subjects. Based on the research the previously cited works in the creation of electronic communities, we hypothesized that there would indeed be such a difference, with the group able to chat having the higher level of trust and cooperation. Therefore, we were interested in showing that The Commons could demonstrate this widely assumed fact to be true, and how descriptive it would be of its effect. Further, we used this experiment to check the validity of the approach in general by comparing contribution rates in the group without chat with other similar studies from social dilemma research which were not performed online. Subjects The subjects were 20 adults aged 26 to 54 years old (average=41.05). Approximately half of the subjects were men (n=12) and half of the subjects were women (n=8). They were recruited from the Microsoft subject pool, and only subjects with intermediate Internet skills and some experience with Microsoft Internet Explorer were selected to participate. In addition to the compensation related to performance in this specific experiment as will be discussed later, subjects received a gratuity of one Microsoft software package of their choice for participation. Procedure The subjects were randomly assigned to two groups. All factors were held constant between the two groups with the exception of the fact that one group (the chat condition) was given instructions and affordances for sending and receiving text messages with their partner during the experiment. Each participant, isolated from all other participants throughout the experiment, was given a preliminary briefing that their performance in the game would affect their reward upon leaving. Informed consent was gathered at this time. They were then given semi-random three digit user numbers which were used as monikers for the rest of the experiment to control for any effects real names might have created. Each participant then read a series of instructions using HTML Web Pages. These instructions explained the rules of the game and that it would continue for "approximately 100 rounds". In addition, these instructions were written to reinforce that a subject's success in the game would affect their compensation, and included a test of understanding, which the subjects were required to complete correctly before continuing. Once both they and their partner had completed the instructions and test of understanding, they began to play the game using the interface shown in Figure 3. During the game, each player's contributions, as well as any chat interaction, was recorded for further study. Play continued without interruption for 70 rounds, at which time the game was ended without warning to avoid end-game effects [2]. Each participant then completed an electronic questionnaire containing background and impression data, as well as other measures of interest to the experimenters. Next, each subject was interviewed and asked open-ended questions about their experience. Each was then given extra compensation in the form of gift certificates based on their final score in the game, thanked for their participation, and given their software gratuity. Results Analysis of the post-experimental questionnaire provides evidence that the subjects were motivated to earn as much as possible (mean = 5.50; seven point scale), rated the instructions they received as very clear (mean = 6.89), and enjoyed participating in the experiment (mean = 5.00). None of these scores differed significantly between the two experimental conditions. At the conclusion of the experiment, the data was analyzed for both group differences and trends with time. Therefore there was more than one hypothesis being tested. Due to the small sample size, it was assumed that we would not reach levels of statistical certainty. However, the results, as shown in figures 3 and 4, were clearly compelling, and statistical analyses were performed to determine whether the differences both between and within conditions could be shown significant. Statistics for pairs of participants were averaged to account for the dependency between partners. Descriptive statistics showed clear differences between the groups, henceforth labeled as chat and no-chat. The means were 8.10 for Chat and 4.38 for no-chat. Medians were 10 and 3.25 respectively. It was also noted that the variance  was much higher for the condition without chat, 17.14 as opposed to 8.84. Due to the small number of participants, this difference was not strongly significant, F(1,8)=3.00, p(.12. However, using more appropriate statistical approaches, several results could be shown to a level of proof. Within subject differences apparent from the data collected seemed to imply that without chat trust and cooperation decreased, while they did not in the chat condition. Therefore, repeated measures anova tests were performed, and the within subject significances were recorded. For these tests, rounds were considered in blocks of five. For the no chat condition, round block had an effect of significance, F(13,52) = 3.06, p<.01. For the chat condition, there was no significant effect of round, F(13,52) = 1.06, p(.41. Combining these results with the graphs of figures 3 and 4 showed these hypotheses to be true. Finally, although the overall between-subjects difference was not strongly statistically significant, the interaction effect between condition and round was. Precisely, the effect of chat on cooperation rates as compared to that of no-chat differ across the trials, with chat having an increasing relative effect over time. Another way of stating this is that the difference between the two conditions increases over time, F(13,104) = 2.19, p<.02. These results showed that The Commons was not only able to show the difference in trust and cooperation which communication provided, but was able to prove it to a higher bar than was needed, namely statistical significance. OTHER FINDINGS Another key set of results comes from the post-experimental questionnaire. Subjects were presented with the four possible extreme outcomes of the game (mutual cooperation, mutual defection, exploitation of partner, exploitation of self), and asked to rate the desirability of each outcome on a 7-point scale. These questions are one way of assessing the subjects subjective transformation [7] of the game, that is, the subjective ranking that a person assigns to an outcome, which may, of course, be different than the objective payoff. Figure 6 displays the mean rating for the four outcomes for each experimental condition. Note that in both conditions, mutual cooperation is ranked more highly than exploitation of partner, even though exploitation of partner (I contribute nothing while my partner contributes all 10 points) results in the greater number of points. Note that subjects in the chat condition compared to the no-chat condition are much EMBED MSGraph.Chart.8 \* MERGEFORMAT \s Figure 6. Effect of chat on subjective preference structure. more dissatisfied with an outcome of mutual defection or an outcome of successfully exploiting ones partner. In other words, the subjects in the chat condition have a greater relative preference for mutual cooperation. Finally, in the post-experimental questionnaire, the subjects were also asked to evaluate their partner on 16 bipolar scales. Interestingly, subjects in the chat conditions rated their partner more favorably on all of these dimensions. A number of these difference approach or reach statistical significance: Subjects in the chat condition on average rated their partner as more helpful than subjects in the no-chat condition (p = .002), more flexible (p = .056), more rational (p = .068), and more honest (p = .088). Collectively, these results demonstrate the manifold effects of synchronous text chat on online interaction. This initial experiment also demonstrates the usefulness of the Commons toolkit for rapidly designing and implementing experimental studies that can be used for both theoretical research and the practical evaluation of different designs for online communities. VALIDITY CONCLUSIONS This experiment was also conducted as a validation of The Commons methodology and software, and this toolkit has passed a two-pronged test for validity. First, these results are comparable to previous studies using the same game with other subject populations in other settings [11]. This allows its results to rely on the healthy and growing field of community research in the Social Sciences. Second, the toolkit is able to discover differences in levels of trust and cooperation due to changes in interface. Therefore, the study has shown that the methodology of The Commons is valid, and the toolkit implementing it is correct. Now we turn our discussion to its usefulness. DISCUSSION Currently, when evaluating features for online communities, two methods are primarily used. As we will see, although reasonable, these methods have severe drawbacks. With the commons, we have provided a novel tool which can not only act as its own method for this task, but can supplement these other methods to increase their effectiveness and minimize their drawbacks. The first method used for evaluating and choosing features is comparative history. This involves a community designer looking at existing successful communities and trying to take features from them which they believe have helped lead to the community's success. An example would be a designer, upon seeing that the Stacy Horn's ECHO community uses real world user names [6], and deciding that ECHO is successful, decides that real world user names are thus important for community building. This method has many obvious disadvantages. First and foremost, there is an important inductive step which, instead of being examined and proven, is left to the 'gut feeling' of the designer. In this step, a determination is made which features of the almost limitless feature list in an electronic society are having positive effects on the society itself. Even if the designer guesses correctly, there is no way for them to test for themselves or prove to others that their choice is correct. This can be shown in our example. It is possible that the success of ECHO is not helped, indeed it is hindered by the use of real world user names. This negative effect may be obscured by the fact it is run by Stacy Horn, which may or may not be an advantage, but may vary the success of the community so widely that the presumably smaller effect of real world user names is hidden. With The Commons, the designer's hypothesis could be tested. It would be possible to run The Commons using real world user names (or some variation) and aliases, and compare the scores. The designer would then not only know, but also be able to prove that real world user names have a positive or negative effect on community building. The other approach currently used in choosing features is intuition and elegance. This includes choosing features from fictional works, and novel features, simply because they appeal aesthetically or 'should work'. An example of this would be a community builder including a live video of each user's face because 'people use facial expressions to communicate all the time'. Of course, this approach also has disadvantages. Before the community is built, and, as we showed in the first case, even after it is built, it is impossible to tell whether this feature is useful for community building. The Commons again can help to solve this dilemma. Simply by running an experiment where the presence of this affordance is the independent variable, this argument can be solved. This can also help to develop novel affordances and community features, as it is now possible to test them without building an entire community. Of course, it is not necessarily successful single factors which are combined to create a successful electronic society. It is widely believed that more synergistic or holistic views are also important. The creation of an online society may be more like developing a good recipe than constructing a sound building, where it is the interplay between the ingredients which lead to a sum greater than its constituent parts. The Commons allows for those taking a more synergistic view of community creation to perform experiments as well, and provides them with useful data. For example, although it might be shown that the use of real world user names do in fact help in creating a successful online society, it may be true that in certain societies like online support groups for socially sensitive diseases such as alcoholism, they have the opposite effect. It would be possible using The Commons to use an actual community confronting these issues to test this hypothesis. As stated earlier, the V-Worlds architecture gives The Commons a modular design which is compatible with modern operating systems and the World Wide Web. Therefore, using the actual community, be it web-based or not, The Commons could be run in either the same browsing window or on the same computer, connecting the same participants. If the community used pseudonyms, then The Commons could be easily configured to transmit the users' names to their partners, otherwise, it could be used to mask their names by interacting with the community software. Then, subjects could be run in a condition with and without real world user names. The results of this subject could aid the designers or developers in their decisions about this compound effect. As a final comment, it is important to point out the significance of this flexible platform as a general tool for experiments in the social sciences and the human-computer interaction field in general. The creation of a "virtual lab" that links subjects across the web represents a key advance in the way social science experiments are conducted, with implications that extend well beyond this initial research application. A Web-based lab addresses a number of limitations in current research [13]: Research on large groups. The ability for hundreds or even thousands of subjects to participate simultaneously opens up for the first time experimental research on collective action in large groups. Increased sample size. The ability to recruit from a much broader population, and to run hundreds of subjects simultaneously from a single Web-server, also removes current constraints on sample size. Reduced selection bias. A Web-based laboratory does not need to be located on a college campus, or even in the same country as the experimenter. Experimenter effects. A Web-based lab allows subjects to participate from their own homes and offices, free from surveillance by the experimenter. Social pressures against selfish behavior can then be manipulated, free from contamination by the uncontrolled effects of participation in a physically constrained space controlled by an authority figure. CONCLUSIONS The Commons is a methodology and toolkit to aid in the design and study of online societies. We have discussed the foundations which led to the idea, and explained the design decisions made along the way to its completion. We have shown that this methodology is valid, and that the toolkit produces results comparable to the existing social science literature, by performing and analyzing the results from a user study. Finally, we have examined its usefulness in the design of successful electronic societies by showing its advantage over those methods most often used today. ACKNOWLEDGMENTS [WITHHELD FOR REVIEW] REFERENCES Abela, A., and Sacconaghi, A., Value Exchange: The Secret of Building Customer Relationships On Line. The McKinsey Quarterly 1997, Number 2 Axelrod, R. The Evolution of Cooperation. Basic Books, New York, 1984 Coate, J. Cyberspace Innkeeping: Building Online Community. Available at http://www.gopher.well. sf.ca.us:70/0/Community/Innkeeping Glaser, M. Building Online Communities. New Media, March 3, 1997 Hardin, G., The Tragedy of The Commons. Science. 162:1243-48, 1968 Horn, S. Cyberville. Warner Books, Inc., New York, 1988 Kelly, H. Interpersonal Relations: A Theory of Interdependence. Wiley and Sons, New York, 1978 Kiesler, S., Sproull, L. and Waters, K. A Prisoner's Dilemma Experiment on Cooperation With People and Human-Like Computers. Journal of Personality and Social Psychology 1996. Vol. 70, No 1, 47-65 Kollock, P. Social Dilemmas: The Anatomy of Cooperation. Annual Review of Sociology 1998. 24:183-214 Kollock, P. An Eye for an Eye Leaves Everyone Blind: Cooperation and Accounting Systems. American Sociological Review 58(6):768-786. 1993. Kollock, P. Cooperation in an Uncertain World: An Experimental Study. Sociological Theory and Methods 8(1):3-18. 1993. Ledyard, J.Public Goods: A Survey of Experimental Research. In Kagel, J. and Roth, A. (Eds.), The Handbook of Experimental Economics. Princeton University Press, Princeton, NJ, 1995 Macy, M., Kollock, P. and Yamagishi, T. The 'Tiger's Cave' Experiments, Cornell University Working Paper, 1997 Messick, D and Brewer, M. Solving Social Dilemmas. In Wheeler, L. and Shaver, P. (Eds.), Review of Personality and Social Psychology. Sage, Beverly Hills, CA, 1983 Olson, M. The Logic of Collective Action: Public Goods and the Theory of Groups. Harvard University Press, Cambridge, MA, 1965 Rocco, E. Trust Breaks Down in Electronic Contexts but Can Be Repaired by Some Initial Face-to-Face Contact, in Proceedings of CHI '98 (Los Angeles CA, April 1998), ACM Press, 496-502. Sally, D. Conversation and Cooperation in Social Dilemmas: A Meta-analysis of Experiments from 1958 to 1992. Rationality and Society, 7,58-92, 1995 Vellon, M., Marple. K., Mitchell, D., and Drucker, S. The Architecture of a Distributed Virtual Worlds System. Proceedings of the 4th Conference on Object-Oriented Technologies and Systems (COOTS). April, 1998. Wellman, B. and Gulia, M. Net Surfers Don't Ride Alone: Virtual Communities as Communities. In Kollock, P. and Smith, M. (Eds.), Communities in Cyberspace. University of California Press, Berkeley, CA, 1998 Whittle, D. Cyberspace: The Human Dimension. W. H. Freeman and Co., New York, 1997 Wyer, R. S. "Prediction of Behavior in Two-Person Games." Journal of Personality and Social Psychology 13:222-238. 1969. Yamagishi, Toshio. The Provision of a Sanctioning System as a Public Good. Journal of Personality and Social Psychology 3:51-87. 1986. The Commons, the toolkit created, calltehscript changes were madeshowingPREVIOUS AND RELATED WORK The research area we draw upon from the social sciences is the cross-disciplinary work on social dilemmas. Social dilemmas are those situations in which an individually reasonable decision leads to collective disaster, that is, a situation in which everyone is worse off than they might have been otherwise. Models of social dilemmas capture this tension between individual and collective outcomes, and can therefore be used as a very powerful and broadly applicable probe to assess the level of cooperation and trust in a group. Since the 1950s, a large research literature has developed in this area (for reviews, see [9,12,14]).  was much higher for the condition without chat, 17.14 as opposed to 8.84. Due to the small number of participants, this difference was not strongly significant, F(1,8)=3.00, s also noted that the variance EMBED MSGraph.Chart.8 \* MERGEFORMAT \s Figure 6. Effect of chat on subjective preference structure. more dissatisfied with an outcome of mutual defection or an outcome of successfully exploiting ones partner. In other words, the subjects in the chat condition have a greater THE COMMONS The Commons toolkit was created using the V-Worlds Platform, a robust and extensible framework for distributed persistent objects [18]. The V-Worlds system, specifically designed to facilitate the development of shared virtual environments, offered many advantages, namely, automatic communication between multiple clients, easy programming via scripting, convenient interface prototyping via Dynamic HTML and integration with the World Wide Web. The fact that the V-Worlds Platform was designed specifically for the creation of shared virtual environments aided in the development process. In particular V-Worlds maintains the notion that multiple clients can be connected to a virtual room and that all clients automatically receive updates for any state changes to objects occurring within the room. Hence, much of the communication infrastructure was already completed, and creating the specialized types of communication for The Commons was often a matter of just a few lines of code. thetheyCisfeatures whichmeasureablein certain societies like onlineand esnt parts. The Commons allows forsuccessful developingcreating toolkitulation of the World Wide Web. (led at the end of this paper.)studiesresearch the previously cited works34interfacesuccessful electronic societies, Yamagishi, Toshio. The Provision of a Sanctioning System as a Public Good. Journal of Personality and Social Psychology 3:51-87. 1986. Within subject differences apparent from the data collected seemed to imply that without chat trust and cooperation decreased, while they did not in the chat conditionTherefore, and the within subject significances were recordedwas not strongly significantF(1,8)=3.00,  F(1,8)=3.00, F(1,8)=3.00,  An additional pair of subjects were dropped from the analyses when it became clear that they did not understand the experimental instructions  This method of assessing transformations follows [7] and [20]. Subjects' answers to questionnaire items such as these have been shown to be predictive of their actual choice behavior in games involving money [20].  Subjects were asked to indicate their overall impression of their partner on the following scales: intelligent-unintelligent, dishonest-honest, fair-unfair, unlikable-likable, rational-nonrational, untrustworthy-trustworthy, powerful-weak, kind-unkind, unfriendly-friendly, rigid-flexible, aggressive-unaggressive, helpful-unhelpful, cooperative-competitive, cold-warm, sincere-manipulative, selfish-unselfish. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. if s/he contributes some points, they will be doubled and you will receive them. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. if s/he contributes some points, they will be doubled and you will receive them. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. if s/he contributes some points, they will be doubled and you will receive them. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. if s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. if s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. if s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 2. Interface for the experiment. It has been shrunk to fit the page. In the no chat condition, the Chat Hstory window and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual pair of subjects. Figure 2. Interface for the experiment. It has been shrunk to fit the page. In the no chat condition, the Chat Hstory window and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual pair of subjects. Figure 2. Interface for the experiment. It has been shrunk to fit the page. In the no chat condition, the Chat Hstory window and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual pair of subjects. Figure 2. Interface for the experiment. It has been shrunk to fit the page. In the no chat condition, the Chat Hstory window and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual pair of subjects. Figure 2. Interface for the experiment. It has been shrunk to fit the page. In the no chat condition, the Chat Hstory window and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual pair of subjects.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8   EMBED Excel.Sheet.8   EMBED Excel.Sheet.8   EMBED Excel.Sheet.8   EMBED Excel.Sheet.8   EMBED Excel.Sheet.8   EMBED Excel.Sheet.8   EMBED Excel.Sheet.8   EMBED Excel.Sheet.8   EMBED Excel.Sheet.8   EMBED Excel.Sheet.8   EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 3. The effect of the independent variable (chat) on average contribution over time.  EMBED Excel.Sheet.8  Figure 3. The effect of the independent variable (chat) on average contribution over time.  EMBED Excel.Sheet.8  Figure 3. The effect of the independent variable (chat) on average contribution over time. Figure 3. The effect of the independent variable (chat) on average contribution over time. Figure 3. The effect of the independent variable (chat) on average contribution over time. Figure 3. The effect of the independent variable (chat) on average contribution over time. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 2. Interface for the experiment. It has been shrunk to fit the page. In the no chat condition, the Chat History pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual pair of subjects.  EMBED Excel.Sheet.8  Figure 3. The effect of the independent variable (chat) on average contribution over time. Figure 3. The effect of the independent variable (chat) on average contribution over time.  EMBED Excel.Sheet.8  Figure 3. The effect of the independent variable (chat) on average contribution over time. Figure 3. The effect of the independent variable (chat) on average contribution over time. Figure 3. The effect of the independent variable (chat) on average contribution over time. Figure 3. The effect of the independent variable (chat) on average contribution over time.  EMBED Excel.Sheet.8  Figure 3. The effect of the independent variable (chat) on average contribution over time. Figure 3. The effect of the independent variable (chat) on average contribution over time. Figure 3. The effect of the independent variable (chat) on average contribution over time.  EMBED Excel.Sheet.8  Figure 3. The effect of the independent variable (chat) on average contribution over time.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 3. The effect of the independent variable (chat) on average contribution over time. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 2. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log.  EMBED Excel.Sheet.8  Figure 3. The effect of the independent variable (chat) on average contribution over time. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE AN      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Y RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 2. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log.  EMBED Excel.Sheet.8  Figure 3. The effect of the independent variable (chat) on average contribution over time. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 2. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the creation and analysis of electronic societies. Levels of Trust and Cooperation Present The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the creation and analysis of electronic societies. Levels of Trust and Cooperation Present The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the creation and analysis of electronic societies. Levels of Trust and Cooperation Present The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the creation and analysis of electronic societies. Levels of Trust and Cooperation Present At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the creation and analysis of electronic societies. Levels of Trust and Cooperation Present At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 2. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log.  EMBED Excel.Sheet.8  Figure 3. The effect of the independent variable (chat) on average contribution over time. The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the creation and analysis of electronic societies. Levels of Trust and Cooperation Present At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 1. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 2. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log. Figure 2. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log. Figure 2. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log. Figure 2. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log. Figure 2. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log.  EMBED Excel.Sheet.8  Figure 3. The effect of the independent variable (chat) on average contribution over time. The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the design and analysis of electronic societies. Levels of Trust and Cooperation Present Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each. Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each. Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log. Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log. Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log. Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log. Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log. Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log. Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. This example is taken from an actual log.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each. The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the design and analysis of electronic societies. Levels of Trust and Cooperation Present At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 2. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each. The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the design and analysis of electronic societies. Levels of Trust and Cooperation Present The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the design and analysis of electronic societies. Levels of Trust and Cooperation Present At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 2. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each. The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the design and analysis of electronic societies. Levels of Trust and Cooperation Present At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 2. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each. The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the design and analysis of electronic societies. Levels of Trust and Cooperation Present The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the design and analysis of electronic societies. Levels of Trust and Cooperation Present The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the design and analysis of electronic societies. Levels of Trust and Cooperation Present Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each. At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 2. Instructions for the iterated dyadic continuous prisoner's dilemma. The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the design and analysis of electronic societies. Levels of Trust and Cooperation Present Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same. Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each. Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each. The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the design and analysis of electronic societies. Levels of Trust and Cooperation Present At the beginning of each round, you will be given 10 points. During each round you will be asked to decide how many of the 10 points you want to give the person you are interacting with. The amount you give away will be DOUBLED and given to the other person. However, YOU DO NOT RECEIVE ANY RETURN FROM THE POINTS YOU GIVE OUT. The person you are interacting with is asked to make exactly the same decision. If s/he contributes some points, they will be doubled and you will receive them. Figure 2. Instructions for the iterated dyadic continuous prisoner's dilemma. Figure 3. Interface for the experiment. It has been shrunk to fit the page. In the condition without chat, the "Chat History" pane and input areas are not present, but the rest of the interface remains the same.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each. The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the design and analysis of electronic societies. Levels of Trust and Cooperation Present  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each. The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The lineage of The Commons. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the design and analysis of electronic societies. Levels of Trust and Cooperation Present The Commons Allows and facilitates the use in electronic societies of The Social Dilemma Paradigms Which is a historically valid measure of Which allow the quantification of The Health and Success of a Society Figure 1. The Commons uses an existing body of work in the social sciences to create a novel toolkit and methodology for the design and analysis of electronic societies. Levels of Trust and Cooperation Present  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Figure 4. Average contribution by participants in each condition, in blocks of five rounds each. Figure 5. The difference in average contribution between the two conditions, in blocks of five rounds each. 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" # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z ` ] ^ _ a l b c d e f g h i j k m x n p q r s t u v w y z { ~  IBa=   ThisWorkbook=XX/8X1Arial1Arial1Arial1Arial1Verdana1Verdana1Verdana1Verdana1Verdana1Arial1Arial1Arial1Arial1Arial1Arial1Verdana1Verdana"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *  &x@    x    "x@  x  p  p  "x@    Average Over Time1Descriptive Statistics7Significance TestsBDDS as Game AveragesMST as Game AveragesCYSheet1aDifference in AveragesqRawDataYAnova values by roundvSheet4"Interleaved Round Averages  AnovaResults!Raw Total Scores (for DS),CMy Documentsrawdata.xls tersechatYZzG@ffffff@@@@ffffff@!@fffff!@{Gz!@Gz!@$@#@#@"@!@@5^I @"x@ffffff@`݀!@333333 @333333@ @333333 @"@!@!@ @{G @ @ @ @!@@!@!@!@ @ @ ףp= @ͪV,@؁sF6@ffffff"@!@333333 @ffffff@333333@@@ffffff@@@@@!@#@ffffff#@!@333333 @333333!@ @ffffff!@!@333333 @ffffff!@@@333333@@@@ZzG@@333333@@@@@333333@@@ffffff@@@@ffffff@333333@@@@ @ffffff@ @@ffffff@333333@@@@@ffffff@@@ffffff@ @333333@333333 @333333@@ffffff@333333@333333@@@333333@@@ffffff @ffffff@333333@ @@@333333@333333@@ffffff@ffffff@ @ffffff@@@333333 @ @@ffffff@ffffff@333333 @@@ffffff @   ! =]bZ  3  @@  D With Chat Without ChatMeanStandard ErrorMedianModeStandard DeviationSample VarianceRangeMinimumMaximumSumCount Largest(1) Smallest(1)F-Test Two-Sample for VariancesVariance ObservationsdfFP(F<=f) one-tailF Critical one-tail-t-Test: Two-Sample Assuming Unequal VariancesHypothesized Mean Differencet StatP(T<=t) one-tailt Critical one-tailP(T<=t) two-tailt Critical two-tailAnova: Single FactorSUMMARYGroupsAverageANOVASource of VariationSSMSP-valueF critBetween Groups Within GroupsTotalChat condition:NamePartnerRound 1Round 2Round 3Round 4Round 5Round 6Round 7Round 8Round 9Round 10Round 11Round 12Round 13Round 14Round 15Round 16Round 17Round 18Round 19Round 20Round 21Round 22Round 23Round 24Round 25Round 26Round 27Round 28Round 29Round 30Round 31Round 32Round 33Round 34Round 35Round 36Round 37Round 38Round 39Round 40Round 41Round 42Round 43Round 44Round 45Round 46Round 47Round 48Round 49Round 50Round 51Round 52Round 53Round 54Round 55Round 56Round 57Round 58Round 59Round 60Round 61Round 62Round 63Round 64Round 65Round 66Round 67Round 68Round 69Round 70NoChat Condition:As pairs of scores:As individual scores:By GameChat Condition:Game 1Game 2Game 3Game 4Game 5CRound1Cround2Cround3CRound4CRound5CRound6CRound7CRound8CRound9CRound10CRound11CRound12CRound13CRound14CRound15CRound16CRound17CRound18CRound19CRound20CRound21CRound22CRound23CRound24CRound25CRound26CRound27CRound28CRound29CRound30CRound31CRound32CRound33CRound34CRound35CRound36CRound37CRound38CRound39CRound40CRound41CRound42CRound43CRound44CRound45CRound46CRound47CRound48CRound49CRound50CRound51CRound52CRound53CRound54CRound55CRound56CRound57CRound58CRound59CRound60CRound61CRound62CRound63CRound64CRound65CRound66CRound67CRound68CRound69CRound70RoundPSecond Half Results:Differences in Average: v kFxetSs:̌V<˔^D̜fs0h2Xp: x\э0ƍ eغtT0 b}e0sT0\эbbe0sT0bꍂꍂ 0@I0n00b 0<鍂bXblA<鍂荂tblAC:\My Documen s\rawdata.xlsCybe 0e(b9eLbbx b0b? 10b9e荂荂A9e 1Íhb(#edb9e čb=eVe9eꍂ ō?b@bTw0PbPWx0RT0bPbP0bC[{0AT00bbblbw0bPbb.b0bbP620bb100:b b7bnx0 With Chat Without ChatMeanStandard ErrorMedianModeStandard Deviation  IMHP LaserJet 5Si/5Si MX PSw odXXWG zѪRdCustom page 1BBCustom page 2BBCustom page 3BB"dXX??3` 4#` 4#0 0 3d FF3Q  With ChatQ ;GQQ3_  NM   4E4 FF3Q  Without ChatQ ;GQQ3_  NM   "d4E4D$% M 3O&Q4$% M 3O&Q4FA: 7 3Oz C 3 b+MZ!  M43*$@#M!  M! M4% SM3O]Q  Round Number'4% 3gMZ3OQ ,Average Contribution'4523 M  43"  3O Y6%  3O&Q423 M NM4444% iRM03OQ P&Effect of Chat on Average Contribution'44Fee@@ffffff@@@333333@@@@@ffffff@@!@@fffff!@333333@{Gz!@@ Gz!@ @ $@ ffffff@ #@ @ #@ @ "@ @!@ffffff@@5^I @333333@"x@@ffffff@@`݀!@@333333 @ @333333@ffffff@ @ @333333 @@"@ffffff@!@333333@!@@ @@{G @@ @@ @ffffff@ @@!@@ @ ffffff@!!@! @"!@"333333@#!@#333333 @$ @$333333@% @%@& ףp= @&ffffff@'ͪV,@'333333@(؁sF6@(333333@)ffffff"@)@*!@*@+333333 @+333333@,ffffff@,@-333333@-@.@.ffffff @/@/ffffff@0ffffff@0333333@1@1 @2@2@3@3@4@4333333@5!@5333333@6#@6@7ffffff#@7ffffff@8!@8ffffff@9333333 @9 @:333333!@:ffffff@; @;@<ffffff!@<@=!@=333333 @>333333 @> @?ffffff!@?@@@@ffffff@A@Affffff@B333333@B333333 @C@C@D@D@E@Effffff @e> Effff Chart1 I  dMbP?_*+%"8덂??ȵU} } $ } I} $  T0bbbbb T b  b With Chat  Without Chat Meanm˓@ Mean~ A@Standard ErrorK@Standard ErrorxvYU@Median~ `@Median~ @ Mode~ |@ Mode*Standard DeviationNde@Standard Deviationl-8 q@Sample VarianceW4#@Sample Variance` *@Range F%u|@Range~ H@ Minimum \mE%@  Minimum~ @ Maximum~ @  Maximum~ @  Largest(1)~ @   Largest(1)~ @  Smallest(1) \mE%@   Smallest(1)~ @GLdLFlfNRNT>@ Sheet1 I  dMbP?_*+%"??ȵU} I} } $} $ )T0b bbbb T  b  bT0b0b000 b (F-Test Two-Sample for Variances   With Chat Without Chat Meanm˓@~ A@VarianceW4#@` *@ Observations$@$@ df"@"@ Fd7L?P(F<=f) one-tailc_? F Critical one-tail bQ!? 6 -t-Test: Two-Sample Assuming Unequal Variances   With Chat Without Chat Meanm˓@~ A@VarianceW4#@` *@  Observations$@$@ %Hypothesized Mean Difference~   df~ .@ t Stat1>{L@ P(T<=t) one-tailaP? t Critical one-tail> ? P(T<=t) two-tailaP? t Critical two-tail66 @ Anova: Single FactorSUMMARYGroupsCount SumAverageVariance With Chat~ $@l @m˓@W4#@::919/%*9<H91G=G-5?B?B3&^ T0 #b $b%b&'(   Without Chat $@@A@ ` *@ #ANOVA#$Source of Variation $SS $df $MS $F$P-value$F crit%Between Groups%1ۯA~ %?%1ۯA%NyL@% d'I$?%S˧@& Within Groups&`>,A~ &0@&I@ &'(Total(p` 3A~ (3@(xU(\> @''' Sheet2 I  dMbP?_*+%MHP LaserJet 5Si/5Si MX PSw odXX}w0zѪRdCustom page 1BBCustom page 2BBCustom page 3BB"dXX??U} m} } $} I T0bbbbb T With Chat  Without Chat Meanm˓@ Mean~ A@Standard ErrorF T@Standard Error6^F_@Median~ `@Median~ ~@Standard Deviation}>g@Standard DeviationatB{q@Sample VarianceO֘@Sample Variance̖@RangeDioW{@Range~ L@Minimum^K=@Minimum~ (@ Maximum~ @  Maximum~ @GLdLlfNR>@ Sheet3 I  dMbP?_*+%"??U} $} } $)T0b bbbb T  b  bT0b0bbEbbe e(F-Test Two-Sample for Variances   With Chat Without Chat Meanm˓@~ A@VarianceO֘@̖@ Observations@@ df@@ F[_F?P(F<=f) one-tailR9? F Critical one-tail #o ? 6 -t-Test: Two-Sample Assuming Unequal Variances   With Chat Without Chat Meanm˓@~ A@VarianceO֘@̖@  Observations@@ %Hypothesized Mean Difference~   df~ @ t Stat6Z? P(T<=t) one-tailО/8? t Critical one-tailX0P? P(T<=t) two-tailО/8? t Critical two-tail;@ Anova: Single FactorSUMMARYGroupsCount SumAverageVariance With Chat~ @l @m˓@O֘@::919/%*9<H91G=G-5?B?B3&^ T0 #b $b%b&'(   Without Chat @@A@ ̖@ #ANOVA#$Source of Variation $SS $df $MS $F$P-value$F crit%Between Groups%1ۯA~ %?%1ۯA%w@%M?%DE@& Within Groups&@/8cA~ & @&@/8c@ &'(Total(t"A~ ("@(xU(\>@--- Sheet4 I  dMbP?_*+%"??rfUT0bbbb b T  b b  T0b0bSecond Half Results: With Chat Without Chat 1@ Ch;&&%G@0@^-u@;00%G@^ 1Se{@;''%G@0@^-x|@;11%G@^ 1@;((%G@0@^-v@;22%G@^ 1@;))%G@0@^- @;33%G@^ 1@;**%G@0@^-@;44%G@^  Anova: Single Factor  SUMMARY  Groups Count Sum Average Variance  With Chat~ @ #~@ ǘ@ 8zT@ Without Chat@}@A@f>AANOVASource of Variation SS df MS FP-valueF critBetween Groups@*s@@~ ?@*s@@AJ @zM!?DE@ Within Groups4dA~  @4d@ Total[A~ "@*h3?vvvvv3&^Z;(\>@  IMHP LaserJet 5Si/5Si MX PSw odXX}w0zѪRdCustom page 1BBCustom page 2BBCustom page 3BB"dXX??3` 4#` 4#(  jB  0D@jJ P ]` 0 0 3d FF3Q H"Difference in Average ContributionQ ;::GQQ3_4E4D$% M 3O&Q4$% M 3O&Q4FA; I 3Oz E 3 b+MZ43*#M! M4% M3O,Q Round'4% 5WfMZ3O,Q Points'4523  NM43"   3O <% M3OQ423 M NM4444% NMpG3OQ'44Fee?033333??033333?@33333ӿ@233333 @Q@ Q@ 433333@ gfffff@ gfffff@ 433333 @433333 @V-@ڻ?ޫV@@i@@@@233333@@ @ffffff @433333@\(\@@433333@@@ 433333@!gfffff@"@#ffffff@$@%@&\(\ @'48EG@(J&@)@*433333@+@,@-ffffff@. @/433333@0@1 @2 @3ffffff @4 @5@6333333@7@8433333@9@:333333@;433333@<@=ffffff@>ffffff@?ffffff@@@A@B@Cffffff@D@E433333@e> E4333 I  dMbP?_*+%MHP LaserJet 5Si/5Si MX PSw odXX}w0zѪRdCustom page 1BBCustom page 2BBCustom page 3BB"dXX??U} m } $ ;HHT0HbHbHbHHHHb Hb HT Hb HHHHHeHbH0bHH0H0H0HHHHChat condition:G NamePartnerRound 1Round 2Round 3Round 4Round 5Round 6Round 7 Round 8 Round 9 Round 10 Round 11 Round 12Round 13Round 14Round 15Round 16Round 17Round 18Round 19Round 20Round 21Round 22Round 23Round 24Round 25Round 26Round 27Round 28Round 29Round 30 Round 31!Round 32"Round 33#Round 34$Round 35%Round 36&Round 37'Round 38(Round 39)Round 40*Round 41+Round 42,Round 43-Round 44.Round 45/Round 460Round 471Round 482Round 493Round 504Round 515Round 526Round 537Round 548Round 559Round 56:Round 57;Round 58<Round 59=Round 60>Round 61?Round 62@Round 63ARound 64BRound 65CRound 66DRound 67ERound 68FRound 69GRound 70``@^@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@ @@@"@@ @"@$@$@$@$@@@$@$@$@$@@ @$@$@"@$@@$@ @$@$@$@@@@@ @@@@ @$@@ @$@$@$@$@ @$@$@@ @?$@@G^@``@$@$@$@$@$@$@$@$@$@$@$@$@$@"@"@@@@$@@$@$@$@$@$@?$@$@$@$@$@?$@$@"@$@$@$@$@?$@$@$@?$@@@@@@@$@$@ @"@ @"@$@$@$@$@$@?@@@@@G~d@@f@@@?@?#@n@ @$@$@$@@@@@@I @@@@@$@@@@@@@@@@@?4@$@)*L7A`?+@@?@?@$@@"@@@@@@@@@@@@@Gr@f@d@$@@@$@$@@$@n@$@$@$@$@@6>W[@@@$@@@$@@$@@@()Zd;O?*@"@@@@@@@$@$@ @@@@@@@@G@l@`j@@$@ @$@$@$@$@$@$@$@$@ @$@ @$@ @$@@$@"@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@G`j@@l@ @ @$@"@$@$@$@$@$@$@$@$@ @$@ @$@@$@"@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@G @m@ j@@@@@@$@$@$@$@@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@G  j@@m@@@@@@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@G t@t@@$@@@$@@$@@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@G t@t@$@@@$@@$@@$@@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@$@GAverage#@ % B#ffffff@ % B#@ % B#@ % B#@ % B#ffffff@ % B#!@ % B# fffff!@ % B# {Gz!@ % B# Gz!@ % B# $@ % B# #@ % B##@ % B#"@ % B#!@ % B#@5^I @ % B#"x@ % B#ffffff@ % B#`݀!@ % B#333333 @ % B#333333@ % B# @ % B#333333 @ % B#"@ % B#!@ % B#!@ % B# @ % B#{G @ % B# @ % B# @ % B#  @! % B#!!@" % !!B#"@# % ""B##!@$ % ##B#$!@% % $$B#%!@& % %%B#& @' % &&B#' @( % ''B#( ףp= @) % ((B#)ͪV,@* % ))B#*؁sF6@+ % **B#+ffffff"@, % ++B#,!@- % ,,B#-333333 @. % --B#.ffffff@/ % ..B#/333333@0 % //B#0@1 % 00B#1@2 % 11B#2ffffff@3 % 22B#3@4 % 33B#4@5 % 44B#5@6 % 55B#6@7 % 66B#7!@8 % 77B#8#@9 % 88B#9ffffff#@: % 99B#:!@; % ::B#;333333 @< % ;;B#<333333!@= % < % ==B#>ffffff!@? 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D+?A Within Groups @ @ @(  D+?A(  D+?ATotalb@"@(  D+?A(  D+?A(  D+?AAnova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound14@G@`@33333?(  D+?ARound 14@>@@4@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groups@?@7ԧ|@G3 k?DE@G3 k?( ? D+?A Within Groupsr@ @r@(  D+?A(  D+?ATotal@"@(  D+?A(  D+?A(  D+?ADlgHZuHHXvHjHHgHZuHHXvHjH T0 b b  b     b b  T b  b     b 0b   0 0 0        b b b   Anova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound15@@E@!@@(  D+?ARound 15@9@@@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groups@?@M@hn?DE@hn?( ? D+?A Within Groups@ @@(  D+?A(  D+?ATotalD@"@(  D+?A(  D+?A(  D+?AAnova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound16@X@@5^I @HOI!@(  D+?ARound 16@8@~@2@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween GroupsPc*c2@~ ?Pc*c2@j?oMZ?DE@oMZ?( ? D+?A Within GroupsX[%X<\@~  @X[%X<,@(  D+?A(  D+?ATotalySj`@~ "@(  D+?A(  D+?A(  D+?ADlgHZuuHHXvHjHHgHZuHHXHtH T0 b b  b     b b   T  b    b      b 0b   0 0 0        b b b   Anova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound17~ @s C@"x@i8t@(  D+?ARound 17@7@`}@@(  D+?A(  D+?A(  D+?AANOVA(   D+?A Source of Variation SS df MS F P-value F crit (    D +?A Between Groups pBF5@~ ? pBF5@ ? a? DE@  a?(  ?  D +?A  Within Groups ^AZ@~  @ ^A*@ (    D +?A (    D +?A Total 4H_@~ "@ (   D +?A(  D+?A(  D+?AAnova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound18@C@@@(  D+?ARound 18@9@@4@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groupsh@?h@= ?  Anova: Single Factor (  ! D +?A!(! " D!+?A"SUMMARY"(" # D"+?A#Groups#Count #Sum#Average#Variance#(# $ D#+?A$CRound19~ $@$YE@$`݀!@$` 1D @$($ % D$+?A%Round 19%@7@`}@@%(% & D%+?A&(& ' D&+?A'(' ( D'+?A(ANOVA((( ) D(+?A)Source of Variation )SS )df )MS )F)P-value)F crit )() * D)+?A*Between Groups*iGnB@~ *?*iGnB@*)+@*EἿ?*DE@**EἿ?(* ?+ D*+?A+ Within Groups+T-X@~ + @+T-(@+(+ , D++?A,(, - D,+?A-Total- Da@~ -"@-(- . D-+?A.(. / D.+?A/(/ 0 D/+?A0Anova: Single Factor0(0 1 D0+?A1(1 2 D1+?A2SUMMARY2(2 3 D2+?A3Groups3Count 3Sum3Average3Variance3(3 4 D3+?A4CRound204@@D@P@ @4(4 5 D4+?A5Round 205@2@v@`@5(5 6 D5+?A6(6 7 D6+?A7(7 8 D7+?A8ANOVA8(8 9 D8+?A9Source of Variation 9SS 9df 9MS 9F9P-value9F crit 9(9 : D9+?A:Between Groups:PI@?PI@:zxxxxx @: T=?:DE@:: T=?(: ?; D:+?A; Within Groups;@ @@;(; < D;+?A<(< = D<+?A=Total=@"@=(= > D=+?A>(> ? D>+?A?(? @ D?+?ADlgHZuHHXHtHHgHZuuHHXvHjH@ T0A bB b C bD E  F G bH b I TJ bK L bM  N O P bQ 0bR  S 0T 0U 0 V W X  Y Z [ b\ b] b ^ _ @Anova: Single Factor@(@ A D@+?AA(A B DA+?ABSUMMARYB(B C DB+?ACGroupsCCount CSumCAverageCVarianceC(C D DC+?ADCRound21D@@B@І@@D(D E DD+?AERound 21E@7@|@@@E(E F DE+?AF(F G DF+?AG(G H DG+?AHANOVAH(H I DH+?AISource of Variation ISS Idf IMS IFIP-valueIF crit I(I J DI+?AJBetween GroupsJz@?z@z\@JeI?JDE@JJeI?(J ?K DJ+?AK Within GroupsK`@ @0@K(K L DK+?AL(L M DL+?AMTotalMA@"@M(M N DM+?AN(N O DN+?AO(O P DO+?APAnova: Single FactorP(P Q DP+?AQ(Q R DQ+?ARSUMMARYR(R S DR+?ASGroupsSCount SSumSAverageSVarianceS(S T DS+?ATCRound22T@ D@(@ߖ@T(T U DT+?AURound 22U@2@v@@U(U V DU+?AV(V W DV+?AW(W X DW+?AXANOVAX(X Y DX+?AYSource of Variation YSS Ydf YMS YFYP-valueYF crit Y(Y Z DY+?AZBetween GroupsZV@?V@Z̺@Z#W[?ZDE@ZZ#W[?(Z ?[ DZ+?A[ Within Groups[(a@ @(1@[([ \ D[+?A\(\ ] D\+?A]Total]<@"@](] ^ D]+?A^(^ _ D^+?A_(_ ` D_+?ADlgHZuuHHXvHjHHgHZuuHHXvHjH` T0a bb b c bd e  f g bh b i Tj bk l bm  n o p bq 0br  s 0t 0u 0 v w x  y z { b| b} b ~  `Anova: Single Factor`(` a D`+?Aa(a b Da+?AbSUMMARYb(b c Db+?AcGroupscCount cSumcAveragecVariancec(c d Dc+?AdCRound23d@@D@P@@d(d e Dd+?AeRound 23e@:@@@@e(e f De+?Af(f g Df+?Ag(g h Dg+?AhANOVAh(h i Dh+?AiSource of Variation iSS idf iMS iFiP-valueiF crit i(i j Di+?AjBetween Groupsjm@?m@j69`?j )^?jDE@jj )^?(j ?k Dj+?Ak Within Groupskb@ @2@k(k l Dk+?Al(l m Dl+?AmTotalm!@"@m(m n Dm+?An(n o Dn+?Ao(o p Do+?ApAnova: Single Factorp(p q Dp+?Aq(q r Dq+?ArSUMMARYr(r s Dr+?AsGroupssCount sSumsAveragesVariances(s t Ds+?AtCRound24t@F@"@@t(t u Dt+?AuRound 24u@3@w@Ν@u(u v Du+?Av(v w Dv+?Aw(w x Dw+?AxANOVAx(x y Dx+?AySource of Variation ySS ydf yMS yFyP-valueyF crit y(y z Dy+?AzBetween Groupszh@?h@zQDv@z C,?zDE@zz C,?(z ?{ Dz+?A{ Within Groups{@ @ϒ@{({ | D{+?A|(| } D|+?A}Total}@"@}(} ~ D}+?A~(~  D~+?A(  D+?ADlgHZuuHHXvHjHHgHZuuHHXvHjH T0 b b  b     b b  T b  b     b 0b   0 0 0        b b b   Anova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound25@@F@Ћ@@(  D+?ARound 25@:@@?@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween GroupsP@?P@8On@`wIq?DE@`wIq?( ? D+?A Within Groups \@ @ ,@(  D+?A(  D+?ATotalM@"@(  D+?A(  D+?A(  D+?AAnova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound26@@E@!@&@(  D+?ARound 26@:@@@9@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween GroupsE@?E@|2?6Y?DE@6Y?( ? D+?A Within Groups@ @@(  D+?A(  D+?ATotal!*@"@(  D+?A(  D+?A(  D+?ADlgHZuuHHXvHjHHgHZuuHHXvHjH T0 b b  b     b b  T b  b     b 0b   0 0 0        b b b   Anova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound27@E@@@~@(  D+?ARound 27@;@@`1@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groupsm@?m@l1ˑ+?k ?  Anova: Single Factor (  ! D +?A!(! " D!+?A"SUMMARY"(" # D"+?A#Groups#Count #Sum#Average#Variance#(# $ D#+?A$CRound35$@F@@`}@$($ % D$+?A%Round 35%@3@`x@ĝ@%(% & D%+?A&(& ' D&+?A'(' ( D'+?A(ANOVA((( ) D(+?A)Source of Variation )SS )df )MS )F)P-value)F crit )() * D)+?A*Between Groups*r@?r@*J 8@*.?*DE@**.?(* ?+ D*+?A+ Within Groups+W@ @'@+(+ , D++?A,(, - D,+?A-Total-AG@"@-(- . D-+?A.(. / D.+?A/(/ 0 D/+?A0Anova: Single Factor0(0 1 D0+?A1(1 2 D1+?A2SUMMARY2(2 3 D2+?A3Groups3Count 3Sum3Average3Variance3(3 4 D3+?A4CRound364@@E@!@#@4(4 5 D4+?A5Round 365@1@@u@@5(5 6 D5+?A6(6 7 D6+?A7(7 8 D7+?A8ANOVA8(8 9 D8+?A9Source of Variation 9SS 9df 9MS 9F9P-value9F crit 9(9 : D9+?A:Between Groups:f@?f@:EQ'@:iv?:DE@::iv?(: ?; D:+?A; Within Groups;@ @@;(; < D;+?A<(< = D<+?A=Total=@"@=(= > D=+?A>(> ? D>+?A?(? @ D?+?ADlgHZuuHHXvHjHHgHZuuHHXvHjH@ T0A bB b C bD E  F G bH b I TJ bK L bM  N O P bQ 0bR  S 0T 0U 0 V W X  Y Z [ b\ b] b ^ _ @Anova: Single Factor@(@ A D@+?AA(A B DA+?ABSUMMARYB(B C DB+?ACGroupsCCount CSumCAverageCVarianceC(C D DC+?ADCRound37D@D@@@D(D E DD+?AERound 37E@3@`x@f@E(E F DE+?AF(F G DF+?AG(G H DG+?AHANOVAH(H I DH+?AISource of Variation ISS Idf IMS IFIP-valueIF crit I(I J DI+?AJBetween GroupsJ@?@Jr&@J=b?JDE@JJ=b?(J ?K DJ+?AK Within GroupsKP`@ @P0@K(K L DK+?AL(L M DL+?AMTotalMx@"@M(M N DM+?AN(N O DN+?AO(O P DO+?APAnova: Single FactorP(P Q DP+?AQ(Q R DQ+?ARSUMMARYR(R S DR+?ASGroupsSCount SSumSAverageSVarianceS(S T DS+?ATCRound38T@D@ @1@T(T U DT+?AURound 38U@8@~@@U(U V DU+?AV(V W DV+?AW(W X DW+?AXANOVAX(X Y DX+?AYSource of Variation YSS Ydf YMS YFYP-valueYF crit Y(Y Z DY+?AZBetween GroupsZŢ@?Ţ@Zp{?ZT?ZDE@ZZT?(Z ?[ DZ+?A[ Within Groups[$@ @$@[([ \ D[+?A\(\ ] D\+?A]Total]@"@](] ^ D]+?A^(^ _ D^+?A_(_ ` D_+?ADlgHZuuHHXvHjHHgHZuuHHXvHjH` T0a bb b c bd e  f g bh b i Tj bk l bm  n o p bq 0br  s 0t 0u 0 v w x  y z { b| b} b ~  `Anova: Single Factor`(` a D`+?Aa(a b Da+?AbSUMMARYb(b c Db+?AcGroupscCount cSumcAveragecVariancec(c d Dc+?AdCRound39d@T@@d$13@d(d e Dd+?AeRound 39e@7@|@Ȕ@e(e f De+?Af(f g Df+?Ag(g h Dg+?AhANOVAh(h i Dh+?AiSource of Variation iSS idf iMS iFiP-valueiF crit i(i j Di+?AjBetween GroupsjV-==@~ j?jV-==@j@zp?jq ?jDE@jjq ?(j ?k Dj+?Ak Within Groupsk~jts`@~ k @k~jts0@k(k l Dk+?Al(l m Dl+?AmTotalmI +d@~ m"@m(m n Dm+?An(n o Dn+?Ao(o p Do+?ApAnova: Single Factorp(p q Dp+?Aq(q r Dq+?ArSUMMARYr(r s Dr+?AsGroupssCount sSumsAveragesVariances(s t Ds+?AtCRound40~ t@tʡEB@tͪV,@t`R1@t(t u Dt+?AuRound 40u@8@~@@u(u v Du+?Av(v w Dv+?Aw(w x Dw+?AxANOVAx(x y Dx+?AySource of Variation ySS ydf yMS yFyP-valueyF crit y(y z Dy+?AzBetween Groupszq2@~ z?zq2@zDA?zpF&?zDE@zzpF&?(z ?{ Dz+?A{ Within Groups{CBc@~ { @{CB3@{({ | D{+?A|(| } D|+?A}Total}J~e@~ }"@}(} ~ D}+?A~(~  D~+?A(  D+?ADZlgHZuHHXHtHHgHZuHHXHtH T0 b b  b     b b  T b  b     b 0b   0 0 0        b b b   Anova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound41~ @'1BB@؁sF6@%0@(  D+?ARound 41@:@@?@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groups@$@~ ?@$@?,ߣQ?DE@,ߣQ?( ? D+?A Within Groupspލc@~  @pލ3@(  D+?A(  D+?ATotal|+m]d@~ "@(  D+?A(  D+?A(  D+?AAnova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound42@G@@@e@(  D+?ARound 42@:@@@9@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween GroupsD@?D@$ @*?DE@*?( ? D+?A Within Groups@ @@(  D+?A(  D+?ATotal]@"@(  D+?A(  D+?A(  D+?ADlgHZuHHXHtHHgHZuuHHXvHjH T0 b b  b     b b  T b  b     b 0b   0 0 0        b b b   Anova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound43@F@@@(  D+?ARound 43@4@@/@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groups@?@L@ƙѫ?DE@ƙѫ?( ? D+?A Within Groups@ @@(  D+?A(  D+?ATotal@"@(  D+?A(  D+?A(  D+?AAnova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound44@@D@P@4@(  D+?ARound 44@-@ r@@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groupsh@?h@%@8ਉ ׵?DE@8ਉ ׵?( ? D+?A Within Groupsl@ @l@(  D+?A(  D+?ATotalj@"@(  D+?A(  D+?A(  D+?ADlgHZuuHHXvHjHHgHZuuHHXvHjH T0 b b  b     b b  T b  b     b 0b   0 0 0        b b b   Anova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound45@A@0@@(  D+?ARound 45@+@p@@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groups@?@b @pﬧ?DE@pﬧ?( ? D+?A Within Groupsb@ @2@(  D+?A(  D+?ATotalG@"@(  D+?A(  D+?A(  D+?AAnova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound46@C@`@N@(  D+?ARound 46@4@@1@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groups4@?4@/6@h[5F?DE@h[5F?( ? D+?A Within GroupsS@ @S@(  D+?A(  D+?ATotal`@"@(  D+?A(  D+?A(  D+?ADlgHZuuHHXvHjHHgHZuuHHXvHjH T0 b b  b     b b  T b  b     b 0b   0 0 0        b b b   Anova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound47@@@@@7@(  D+?ARound 47@0@t@&@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groups@?@K?DE@b>?( ? D+?A Within Groups@ @@(  D+?A(  D+?ATotal@"@(  D+?A(  D+?A(   D+?ADlgHZuuHHXvHjHHgHZuuHHXvHjH  T0! b" b # b$ %  & ' b( b ) T* b+ , b-  . / 0 b1 0b2  3 04 05 0 6 7 8  9 : ; b< b= b > ?  Anova: Single Factor (  ! D +?A!(! " D!+?A"SUMMARY"(" # D"+?A#Groups#Count #Sum#Average#Variance#(# $ D#+?A$CRound51$@@C@@t@$($ % D$+?A%Round 51%@4@@3@%(% & D%+?A&(& ' D&+?A'(' ( D'+?A(ANOVA((( ) D(+?A)Source of Variation )SS )df )MS )F)P-value)F crit )() * D)+?A*Between Groups*@?@*ܧ#@*D59?*DE@**D59?(* ?+ D*+?A+ Within Groups+@ @@+(+ , D++?A,(, - D,+?A-Total-A@"@-(- . D-+?A.(. / D.+?A/(/ 0 D/+?A0Anova: Single Factor0(0 1 D0+?A1(1 2 D1+?A2SUMMARY2(2 3 D2+?A3Groups3Count 3Sum3Average3Variance3(3 4 D3+?A4CRound524@B@@(@4(4 5 D4+?A5Round 525@5@@z@@5(5 6 D5+?A6(6 7 D6+?A7(7 8 D7+?A8ANOVA8(8 9 D8+?A9Source of Variation 9SS 9df 9MS 9F9P-value9F crit 9(9 : D9+?A:Between Groups:E@?E@:NN?:.ȋ?:DE@::.ȋ?(: ?; D:+?A; Within Groups;`@ @`@;(; < D;+?A<(< = D<+?A=Total=A@"@=(= > D=+?A>(> ? D>+?A?(? @ D?+?ADlgHZuuHHXvHjHHgHZuuHHXvHjH@ T0A bB b C bD E  F G bH b I TJ bK L bM  N O P bQ 0bR  S 0T 0U 0 V W X  Y Z [ b\ b] b ^ _ @Anova: Single Factor@(@ A D@+?AA(A B DA+?ABSUMMARYB(B C DB+?ACGroupsCCount CSumCAverageCVarianceC(C D DC+?ADCRound53D@B@ @@D(D E DD+?AERound 53E@3@`x@@E(E F DE+?AF(F G DF+?AG(G H DG+?AHANOVAH(H I DH+?AISource of Variation ISS Idf IMS IFIP-valueIF crit I(I J DI+?AJBetween GroupsJ>@?>@J*?J9a?JDE@JJ9a?(J ?K DJ+?AK Within GroupsK@@ @@@K(K L DK+?AL(L M DL+?AMTotalM@"@M(M N DM+?AN(N O DN+?AO(O P DO+?APAnova: Single FactorP(P Q DP+?AQ(Q R DQ+?ARSUMMARYR(R S DR+?ASGroupsSCount SSumSAverageSVarianceS(S T DS+?ATCRound54T@F@@q@T(T U DT+?AURound 54U@5@z@Ԝ@U(U V DU+?AV(V W DV+?AW(W X DW+?AXANOVAX(X Y DX+?AYSource of Variation YSS Ydf YMS YFYP-valueYF crit Y(Y Z DY+?AZBetween GroupsZPI@?PI@Z\SS @ZaC?ZDE@ZZaC?(Z ?[ DZ+?A[ Within Groups[@ @@[([ \ D[+?A\(\ ] D\+?A]Total]A@"@](] ^ D]+?A^(^ _ D^+?A_(_ ` D_+?ADlgHZuuHHXvHjHHgHZuuHHXvHjH` T0a bb b c bd e  f g bh b i Tj bk l bm  n o p bq 0br  s 0t 0u 0 v w x  y z { b| b} b ~  `Anova: Single Factor`(` a D`+?Aa(a b Da+?AbSUMMARYb(b c Db+?AcGroupscCount cSumcAveragecVariancec(c d Dc+?AdCRound55d@G@#@?d(d e Dd+?AeRound 55e@+@p@@e(e f De+?Af(f g Df+?Ag(g h Dg+?AhANOVAh(h i Dh+?AiSource of Variation iSS idf iMS iFiP-valueiF crit i(i j Di+?AjBetween Groupsj@?@j `'@jF:݁?jDE@jjF:݁?(j ?k Dj+?Ak Within Groupskd@ @d@k(k l Dk+?Al(l m Dl+?AmTotalm@"@m(m n Dm+?An(n o Dn+?Ao(o p Do+?ApAnova: Single Factorp(p q Dp+?Aq(q r Dq+?ArSUMMARYr(r s Dr+?AsGroupssCount sSumsAveragesVariances(s t Ds+?AtCRound56t@@H@P@t?t(t u Dt+?AuRound 56u@,@q@@u(u v Du+?Av(v w Dv+?Aw(w x Dw+?AxANOVAx(x y Dx+?AySource of Variation ySS ydf yMS yFyP-valueyF crit y(y z Dy+?AzBetween GroupszA?@?A?@z6 %_+@z(rsRx?zDE@zz(rsRx?(z ?{ Dz+?A{ Within Groups{@ @@{({ | D{+?A|(| } D|+?A}Total}g@"@}(} ~ D}+?A~(~  D~+?A(  D+?ADlgHZuuHHXvHjHHgHZuHHXvHjH T0 b b  b     b b  T b  b     b 0b   0 0 0        b b b   Anova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound57@@F@Ћ@o@(  D+?ARound 57@4@y@Л@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groups@?@$*ˤ@fTզ?DE@fTզ?( ? D+?A Within Groups̿@ @̏@(  D+?A(  D+?ATotal`a@"@(  D+?A(  D+?A(  D+?AAnova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound58@@D@P@|@(  D+?ARound 58@0@t@8@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groupsr@?r@jj@_3 ͳ?DE@_3 ͳ?( ? D+?A Within Groups@]@ @@-@(  D+?A(  D+?ATotalI@"@(  D+?A(  D+?A(  D+?ADlgHZuuHHXvHjHHgHZuuHHXvHjH T0 b b  b     b b  T b  b     b 0b   0 0 0        b b b   Anova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound59@E@@@(  D+?ARound 59@,@q@@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groupsm@?m@>#X@g?DE@g?( ? 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D+?A Within Groupsf@ @f@(  D+?A(  D+?ATotal@"@(  D+?A(  D+?A(  D+?AAnova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound62@@E@!@&@(  D+?ARound 62@1@@u@:@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groupsf@?f@5`,($@i²Pڰ?DE@i²Pڰ?( ? D+?A Within Groupsg@ @g@(  D+?A(  D+?ATotal!@"@(  D+?A(  D+?A(  D+?ADlgHZuuHHXvHjHHgHZuuHHXvHjH T0 b b  b     b b  T b  b     b 0b   0 0 0        b b b   Anova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound63@@D@P@@(  D+?ARound 63@1@ @1@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groups@?@(G @!Ylp?DE@!Ylp?( ? 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D +?A  Within Groups @ @@ (    D +?A (    D +?A Total g@"@ (   D +?A(  D+?A(  D+?AAnova: Single Factor(  D+?A(  D+?ASUMMARY(  D+?AGroupsCount SumAverageVariance(  D+?ACRound66@B@@)@(  D+?ARound 66@'@l@@(  D+?A(  D+?A(  D+?AANOVA(  D+?ASource of Variation SS df MS FP-valueF crit (  D+?ABetween Groupsh@?h@?w2@@od?DE@@od?( ? D+?A Within Groups@ @@(  D+?A(  D+?ATotal@"@(  D+?A(  D+?A(   D+?ADlgHZuuHHXvHjHHgHZuuHHXvHjH  T0! b" b # b$ %  & ' b( b ) T* b+ , b-  . / 0 b1 0b2  3 04 05 0 6 7 8  9 : ; b< b= b > ?  Anova: Single Factor (  ! D +?A!(! " D!+?A"SUMMARY"(" # D"+?A#Groups#Count #Sum#Average#Variance#(# $ D#+?A$CRound67$@C@`@@$($ % D$+?A%Round 67%@1@@u@С@%(% & D%+?A&(& ' D&+?A'(' ( D'+?A(ANOVA((( ) D(+?A)Source of Variation )SS )df )MS )F)P-value)F crit )() * D)+?A*Between Groups*@?@*fȹ. @*d… C?*DE@**d… C?(* ?+ D*+?A+ Within Groups+a@ @1@+(+ , D++?A,(, - D,+?A-Total-f@"@-(- . D-+?A.(. / D.+?A/(/ 0 D/+?A0Anova: Single Factor0(0 1 D0+?A1(1 2 D1+?A2SUMMARY2(2 3 D2+?A3Groups3Count 3Sum3Average3Variance3(3 4 D3+?A4CRound684@B@@@4(4 5 D4+?A5Round 685@/@`s@(@5(5 6 D5+?A6(6 7 D6+?A7(7 8 D7+?A8ANOVA8(8 9 D8+?A9Source of Variation 9SS 9df 9MS 9F9P-value9F crit 9(9 : D9+?A:Between Groups:j@?j@:\$g}@:?:DE@::?(: ?; D:+?A; Within Groups;@a@ @@1@;(; < D;+?A<(< = D<+?A=Total=@"@=(= > D=+?A>(> ? D>+?A?(? @ D?+?ADlgHZuuHHXvHjHHgHZuuHHXvHjH@ T0A bB b C bD E  F G bH b I TJ bK L bM  N O P bQ 0bR  S 0T 0U 0 V W X  Y Z [ b\ b] b @Anova: Single Factor@(@ A D@+?AA(A B DA+?ABSUMMARYB(B C DB+?ACGroupsCCount CSumCAverageCVarianceC(C D DC+?ADCRound69D@B@ @`@D(D E DD+?AERound 69E@+@p@p@E(E F DE+?AF(F G DF+?AG(G H DG+?AHANOVAH(H I DH+?AISource of Variation ISS Idf IMS IFIP-valueIF crit I(I J DI+?AJBetween GroupsJ@?@J^@JpN?JDE@JJpN?(J ?K DJ+?AK Within GroupsKb@ @2@K(K L DK+?AL(L M DL+?AMTotalM@"@M(M N DM+?AN(N O DN+?AO(O P DO+?APAnova: Single FactorP(P Q DP+?AQ(Q R DQ+?ARSUMMARYR(R S DR+?ASGroupsSCount SSumSAverageSVarianceS(S T DS+?ATCRound70T@B@@@T(T U DT+?AURound 70U@0@t@ @U(U V DU+?AV(V W DV+?AW(W X DW+?AXANOVAX(X Y DX+?AYSource of Variation YSS Ydf YMS YFYP-valueYF crit Y(Y Z DY+?AZBetween GroupsZ@?@ZHy`@Z&^?ZDE@ZZ&^?(Z ?[ DZ+?A[ Within Groups[@ @@[([ \ D[+?A\(\ ] D\+?A]Total]Tg@"@](]  D]+?A@DgHZuuHHXvHjHHgHZuuHHXvHPH 0(  P >@?  Sheet9 I  dMbP?_*+%MHP LaserJet 5Si/5Si MX PSw odXX}w0zѪRdCustom page 1BBCustom page 2BBCustom page 3BB"dXX??U} $ ^  T0 b b     b b b b bAs individual scores: As pairs of scores: With Chat Without Chat  With Chat Without Chat l@@ #@ %B#(@ %B @@ #^K=@ %B#~@ %B 34@~ Ќ@ #@ %B#@ %B \mE%@~ @ #`@ % B#@ % B @@ #|@ % B#@ % B @@H@D@ x@@  |@x@  |@@ Td|....P T0Q bR b S T U  V W bX b Y bZ b[ b\ b]  PAnova: Single FactorPQRSUMMARYRSGroupsSCount SSumSAverageSVariance STCRound6T@@@@@ TURound 6U@@A@@@ UVWXANOVAXYSource of Variation YSS Ydf YMS YFYP-valueYF critZBetween GroupsZ?~ Z?Z?ZT?Zk ?ZDE@[ Within Groups[@ @@ [\]Total]`@"@] z7*lDD(F` T0a bb b c d e  f g bh b i bj bk bl bm  p bq r  s t xu  v w bx  y z b{ x| } w0 `Anova: Single Factor`abSUMMARYbcGroupscCount cSumcAveragecVariance cdCRound7d@@E@!@@ deRound 7e@;@@3@ efghANOVAhiSource of Variation iSS idf iMS iFiP-valueiF critjBetween Groupsj6@?6@ju3h?j@@@ ANOVASource of Variation SS df MS FP-valueF critBetween Groups@?@MZ"@1P?DE@ Within Groups@ @@ TotalA@"@Anova: Single FactorSUMMARYGroupsCount SumAverageVariance CRound12@H@@? Round 12@<@Ё@r@ ANOVASource of Variation SS df MS FP-valueF critBetween Groupsj@?j@yQ@ ?DE@ Within Groups@ @@ Totalc@"@<7*lEE(mF:7*lQE(mF T0 b b       b b  b b b b   b     x    b    b x  w0 Anova: Single FactorSUMMARYGroupsCount SumAverageVariance CRound13@H@@? Round 13@<@Ё@@ ANOVASource of Variation SS df MS FP-valueF critBetween Groupsj@?j@i#6 @?DE@ Within Groups @ @ @ Totalb@"@Anova: Single FactorSUMMARYGroupsCount SumAverageVariance CRound14@G@`@33333? 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n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0  # A 2v.bƦ9kh1(n`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0  # A 2v.bƦ9kh1(`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0  # A2v.bƦ9kh1(`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0  # A2v.bƦ9kh1(c"`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0  # A2v.bƦ9kh1( 3`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 ! # A2v.bƦ9kh1(C`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 + # A2v.bƦ9kh1(XT`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(T kx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 - # A2v.bƦ9kh1(d`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 / # A2v.bƦ9kh1(u`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 1 # A2v.bƦ9kh1(M`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 3 # A2v.bƦ9kh1(`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 5 # A 2v.bƦ9kh1(`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 9 # A"2v.bƦ9kh1(B`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 ? # A$2v.bƦ9kh1(`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 A # A&2v.bƦ9kh1(`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 C # A(2v.bƦ9kh1(7`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 E # A*2v.bƦ9kh1(`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 G # A,2v.bƦ9kh1( `!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 I # A.2v.bƦ9kh1(,`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 K # A02v.bƦ9kh1(,`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 ) # A2v.bƦ9kh1(`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 ) # A2v.bƦ9kh1(`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[                          ! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E G H I J K L M N O P Q R S T U V X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~  1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 ) # A2v.bƦ9kh1(`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 ) # A2v.bƦ9kh1(`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 ) # A2v.bƦ9kh1(`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 ) # A2v.bƦ9kh1(`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 ) # A2v.bƦ9kh1(`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? n7^XG=5惕Y΋NFm.VH y(R uOIycK2 MJmH)T+5Bw]wAg bƦ|i@~zԼ5r k;7 5sBB%Q[w:ｶ3UӢX=B Dd]5}$i0 ) # A2v.bƦ9kh1(`!v.bƦ9kh1( *<4]`Z`xZmlُٻۻHCa\q#LB@"  cNb Ej iHETP?G)X *ШQUVE;ې[[y3ϼ;q aBR%KZS dM *s]-LĨVG`-)^&QGTeIgv~E0-ߥ:KCSi!OHۇC;:hF-'8&<2iw**֜uzl=ز,[#uYAkTmO>'(hI;h^VԋEƌƉޘ岡 Zs}w1f󗜴|lVtkf̈?'E1Cqq"7Αȍ:ȍ: mb!DnEn"w@<(/bVĽCM#5S4+tЫڈy:"gv63mls[3AaNÜB[s q^s Qrv9)X0[hÜBnÜBQD6f#LF8;ݠ)<9f!pSkB-N!p?O#p px)ܷYnY9kBN!Yݨ9WF?_8ifwFTWG\A̺Y YFrCx| Q.~U3^Sgm"~d^Bȧz O8z p%D> ȧ^B\"~袗HX9RފgSjB=f-jQW2G3$;iYaɨYSuWM-}U]4U0unYf~u*XitZl "kN>^`9+z$!UTq]ze} e=Ft]Hh2r4k\{& { {H`St=odO8EG):kپj~m* dYe$h=':E7:]{";)!D"7):noGy(R4y?Χ6/SGNFܗM3m8EpWSt{]G({R5JZQ'uFrrNjP(qM)Q' uwI=u=ъ<ٛIl]Yͬ_c%Mu\CL, {{{-zw 90'Ȏ'~BOqgd}H'.F0x8Y)(3O0k"E*Qݕ@ qvឌGϮ{hF2#~2R"`(2S bW(fEȬ2dZy4dbY2bV &%c3`v238TNBe(Tf< BN< o-GwQxR(Tkx*D~\)u$^KnYoQF^^嘷ff[Į&sEE<$Rc2 V8'~$}߬Iue|Gu#-;S v+[TUˋP Eᱞ'3|up/:/yu'g o_FGD;ovF6;}u9[*[!tɺoY]"ۄb<\!fnT%kшæOܜCa9f Psb~Cw5OsLs7949`D1F#ny7QsXvCvAMb1ĎLY+7ʚEAG!,T̐mکP&תT( '7tI9adWK3,͌x0^'G~)I@^,jl2i,^20A6x눟WuXjO!+Xj )FR?{aX&eO@+#`o(Vyu`xYq=`G|]lDNWyu5֡͏[ڷ1Z0^Umޞk8cer+ϟcS~6kD7ȹxT5W WuBӓd3l}gL#}j@o.\\;\s\OrcL܎lܛџ|$E>]Ο?~'x.d<=F{<?y-? 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TL GM+CE  PZ +E!   `l   0 A ?1?z+p!r  s *.?0e`+E! .`  C . .Z 8+=7   `  c $A !?8+p`  c $A  ?88+4`  C /{;T+ /`  C 0{4T+=7 0 ` G(2  # 0eH  # AF-`  C "G-(2 "8` G4CE  # `  C $ G4sB $`  C #GBCE #D` G4CE   # f  S  G4sB f  S GBCE xf sB"  3 ` H  #  sf  S jJ "\ `B  c $D \ l  c $-jJ  0  -`B  c $D -Uf  S ,jJ " \K ,`B  c $D {l  c $+jJ  C +l  c $*jJ  ; *f  S )jJ "\| )f  S ( (B" (f  S 'jJ "s\& 'B   L#<D@'TH4 y1',8+9JDD$D)Dpppqq#qbqgqwqqqq'r-rsr}rssss0u7u9uAuoutuuuv vUv\vxw}wwwnxrxxxxxyyyyzz5{>{{}}[~g~~D+DNNaapp(q+qBrErXs\stt#u%uwwyy{{{}}~ Josh BermanC:\My Documents\chipaper6.doc Josh BermanC:\My Documents\chipaper6.doc Josh BermanC:\My Documents\chipaper6.doc Josh BermanC:\My Documents\chipaper6.doc Josh BermanC:\My Documents\chipaper6.doc Josh BermanC:\My Documents\chipaper6.doc Josh BermanC:\My Documents\chipaper6.doc Josh BermanC:\My Documents\chipaper6.doc Josh BermanC:\My Documents\chipaper6.doc Josh Berman"C:\My Documents\chipaper_final.doc'k[&|k^*@p.@h.'k|k^ 0@h hOJQJo(@HP LaserJet 5Si/5Si MX PS\\red-prn-12\priv0067PSCRIPTHP LaserJet 5Si/5Si MX PSHP LaserJet 5Si/5Si MX PSw odXX!zѪRdCustom page 1BBCustom page 2BBCustom page 3BBHP LaserJet 5Si/5Si MX PSw odXX!zѪRdCustom page 1BBCustom page 2BBCustom page 3BB$D$D0}$DD@GTimes New Roman5Symbol3& Arial7& Verdana;"Helvetica3Times5& zTahoma"Eht)&t)&s)& f4!21dP}%!PS-Adobe-3.0 Keith Instone Josh Berman