Comparing 7 alternative models of human behavior and assess their performance on a high resolution dataset based on individual behavior performance in laboratory experiments.

We propose here a computational model of school segregation that is aligned with a corresponding Schelling-type model of residential segregation. To adapt the model for application to school segregation, we move beyond previous work by combining two preference arguments in modeling parents’ school choice, preferences for the ethnic composition of a school and preferences for minimizing the travelling distance to the school.

The “Urban Drought Nexus Tool” is a system dynamics model, aiming to facilitate the co-development of climate services for cities under increasing droughts. The tool integrates multiple types of information and still can be applied to other case studies with minimal adjustments on the parameters of land use, water consumption and energy use in the water sector. The tool needs hydrological projections under climate scenarios to evaluate climatic futures, and requires the co-creation of socio-economic future scenarios with local stakeholders. Thus it is possible to provide specific information about droughts taking into account future water availability and future water consumption. Ultimately, such complex system as formed by the water-energy-land nexus can be reduced to single variables of interest, e.g. the number of events with no water available in the future and their length, so that the complexities are reduced and the results can be conveyed to society in an understandable way, including the communication of uncertainties. The tool and an explanatory guide in pdf format are included. Planned further developments include calibrating the system dynamics model with the social dynamics behind each flow with agent-based models.

This model was designed to study resilience in organizations. Inspired by ethnographic work, it follows the simple goal to understand whether team structure affects the way in which tasks are performed. In so doing, it compares the ‘hybrid’ data-inspired structure with three more traditional structures (i.e. hierarchy, flexible/relaxed hierarchy, and anarchy/disorganization).

The Communicating Hazard Information in the Modern Environment (CHIME) agent-based model (ABM) is a Netlogo program that facilitates the analysis of information flow and protective decisions across space and time during hazardous weather events. CHIME ABM provides a platform for testing hypotheses about collective human responses to weather forecasts and information flow, using empirical data from historical hurricanes. The model uses real world geographical and hurricane data to set the boundaries of the simulation, and it uses historical hurricane forecast information from the National Hurricane Center to initiate forecast information flow to citizen agents in the model.

This ABM simulates opinions on a topic (originally contested infrastructures) through the interactions between paired agents and based on the sociopsychological assumptions of social judgment theory (SJT; Sherif & Hovland, 1961).

MigrAgent simulates migration flows of a population from a home country to a host country and mutual adaptation of a migrant and local population post-migration. Agents accept interactions in intercultural networks depending on their degree of conservatism. Conservatism is a group-level parameter normally distributed within each ethnic group. Individual conservatism changes as function of reciprocity of interaction in intergroup experiences of acceptance or rejection.

The aim of MigrAgent is to unfold different outcomes of integration, assimilation, separation and marginalization in terms of networks as effect of different degrees of conservatism in each group and speed of migration flows.

InformalCity, a spatially explicit agent-based model, simulates an artificial city and allows for testing configurations of urban upgrading schemes in informal settlements.

We present a network agent-based model of ethnocentrism and intergroup cooperation in which agents from two groups (majority and minority) change their communality (feeling of group solidarity), cooperation strategy and social ties, depending on a barrier of “likeness” (affinity). Our purpose was to study the model’s capability for describing how the mechanisms of preexisting markers (or “tags”) that can work as cues for inducing in-group bias, imitation, and reaction to non-cooperating agents, lead to ethnocentrism or intergroup cooperation and influence the formation of the network of mixed ties between agents of different groups. We explored the model’s behavior via four experiments in which we studied the combined effects of “likeness,” relative size of the minority group, degree of connectivity of the social network, game difficulty (strength) and relative frequencies of strategy revision and structural adaptation. The parameters that have a stronger influence on the emerging dominant strategies and the formation of mixed ties in the social network are the group-tag barrier, the frequency with which agents react to adverse partners, and the game difficulty. The relative size of the minority group also plays a role in increasing the percentage of mixed ties in the social network. This is consistent with the intergroup ties being dependent on the “arena” of contact (with progressively stronger barriers from e.g. workmates to close relatives), and with measures that hinder intergroup contact also hindering mutual cooperation.

The purpose of the model is to investigate how different factors affect the ability of researchers to reconstruct prehistoric social networks from artifact stylistic similarities, as well as the overall diversity of cultural traits observed in archaeological assemblages. Given that cultural transmission and evolution is affected by multiple interacting phenomena, our model allows to simultaneously explore six sets of factors that may condition how social networks relate to shared culture between individuals and groups:

1. Factors relating to the structure of social groups
2. Factors relating to the cultural traits in question
3. Factors relating to individual learning strategies
4. Factors relating to the environment
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