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Transcript of Chapter 5
Chapter 5
Uncertainty and Consumer Behavior
Chapter 5 2©2005 Pearson Education, Inc.
Topics to be Discussed
Describing Risk
Preferences Toward Risk
Reducing Risk
The Demand for Risky Assets
Chapter 5 3©2005 Pearson Education, Inc.
Introduction
Choice with certainty is reasonably straightforward
How do we make choices when certain variables such as income and prices are uncertain (making choices with risk)?
Chapter 5 4©2005 Pearson Education, Inc.
Describing Risk
To measure risk we must know:
1. All of the possible outcomes
2. The probability or likelihood that each outcome will occur
Chapter 5 5©2005 Pearson Education, Inc.
Describing Risk
Interpreting Probability1. Objective Interpretation
Based on the observed frequency of past events
2. Subjective Interpretation Based on perception that an outcome will
occur
Chapter 5 6©2005 Pearson Education, Inc.
Interpreting Probability
Subjective Probability Different information or different abilities to
process the same information can influence the subjective probability
Based on judgment or experience
Chapter 5 7©2005 Pearson Education, Inc.
Describing Risk
With an interpretation of probability, must determine 2 measures to help describe and compare risky choices
1. Expected value
2. Variability
Chapter 5 8©2005 Pearson Education, Inc.
Describing Risk
Expected Value The weighted average of the payoffs or
values resulting from all possible outcomesExpected value measures the central tendency;
the payoff or value expected on average
Chapter 5 9©2005 Pearson Education, Inc.
Expected Value – An Example
Investment in offshore drilling exploration:
Two outcomes are possible Success – the stock price increases from $30
to $40/share Failure – the stock price falls from $30 to
$20/share
Chapter 5 10©2005 Pearson Education, Inc.
Expected Value – An Example
Objective Probability 100 explorations, 25 successes and 75
failures Probability (Pr) of success = 1/4 and the
probability of failure = 3/4
Chapter 5 11©2005 Pearson Education, Inc.
Expected Value – An Example
failure) of )(valuePr(failure
success) of )(valuePr(success EV
)($20/share43)($40/share41 EV
$25/share EV
Chapter 5 12©2005 Pearson Education, Inc.
Expected Value
In general, for n possible outcomes: Possible outcomes having payoffs X1, X2, …,
Xn
Probabilities of each outcome is given by Pr1, Pr2, …, Prn
nn2211 XPr...XPrXPr E(X)
Chapter 5 13©2005 Pearson Education, Inc.
Describing Risk
Variability The extent to which possible outcomes of an
uncertain event may differ How much variation exists in the possible
choice
Chapter 5 14©2005 Pearson Education, Inc.
Variability – An Example
Suppose you are choosing between two part-time sales jobs that have the same expected income ($1,500)
The first job is based entirely on commission
The second is a salaried position
Chapter 5 15©2005 Pearson Education, Inc.
There are two equally likely outcomes in the first job: $2,000 for a good sales job and $1,000 for a modestly successful one
The second pays $1,510 most of the time (.99 probability), but you will earn $510 if the company goes out of business (.01 probability)
Variability – An Example
Chapter 5 16©2005 Pearson Education, Inc.
Variability – An Example
Outcome 1 Outcome 2
Prob. Income Prob. Income
Job 1: Commission .5 2000 .5 1000
Job 2: Fixed Salary .99 1510 .01 510
Chapter 5 17©2005 Pearson Education, Inc.
1500$ .5($1000).5($2000))E(X1
Variability – An Example
Income from Possible Sales Job
Job 1 Expected Income
$1500.01($510).99($1510) )E(X2
Job 2 Expected Income
Chapter 5 18©2005 Pearson Education, Inc.
Variability
While the expected values are the same, the variability is not
Greater variability from expected values signals greater risk
Variability comes from deviations in payoffs Difference between expected payoff and
actual payoff
Chapter 5 19©2005 Pearson Education, Inc.
Variability – An Example
Deviations from Expected Income ($)
Outcome 1
Deviation Outcome 2
Deviation
Job 1 $2000 $500 $1000 -$500
Job 2 1510 10 510 -900
Chapter 5 20©2005 Pearson Education, Inc.
Variability
Average deviations are always zero so we must adjust for negative numbers
We can measure variability with standard deviation The square root of the average of the
squares of the deviations of the payoffs associated with each outcome from their expected value
Chapter 5 21©2005 Pearson Education, Inc.
Variability
Standard deviation is a measure of risk Measures how variable your payoff will be More variability means more risk Individuals generally prefer less variability –
less risk
Chapter 5 22©2005 Pearson Education, Inc.
Variability
The standard deviation is written:
2222
11 )(Pr)(Pr XEXXEX
Chapter 5 23©2005 Pearson Education, Inc.
Standard Deviation – Example 1
Deviations from Expected Income ($)
Outcome 1
Deviation Outcome 2
Deviation
Job 1 $2000 $500 $1000 -$500
Job 2 1510 10 510 -900
Chapter 5 24©2005 Pearson Education, Inc.
Standard Deviation – Example 1
Standard deviations of the two jobs are:
500000,250
)000,250($5.0)000,250($5.0
1
1
50.99900,9
)100,980($01.0)100($99.0
2
2
2222
11 )(Pr)(Pr XEXXEX
Chapter 5 25©2005 Pearson Education, Inc.
Standard Deviation – Example 1
Job 1 has a larger standard deviation and therefore it is the riskier alternative
The standard deviation also can be used when there are many outcomes instead of only two
Chapter 5 26©2005 Pearson Education, Inc.
Standard Deviation – Example 2
Job 1 is a job in which the income ranges from $1000 to $2000 in increments of $100 that are all equally likely
Job 2 is a job in which the income ranges from $1300 to $1700 in increments of $100 that, also, are all equally likely
Chapter 5 27©2005 Pearson Education, Inc.
Outcome Probabilities - Two Jobs
Income
0.1
$1000 $1500 $2000
0.2
Job 1
Job 2
Job 1 has greater spread: greater
standard deviationand greater risk
than Job 2.
Probability
Chapter 5 28©2005 Pearson Education, Inc.
Decision Making – Example 1
What if the outcome probabilities of two jobs have unequal probability of outcomes? Job 1: greater spread and standard deviation Peaked distribution: extreme payoffs are less
likely that those in the middle of the distribution
You will choose job 2 again
Chapter 5 29©2005 Pearson Education, Inc.
Unequal Probability Outcomes
Job 1
Job 2
The distribution of payoffsassociated with Job 1 has a greater spread and standard
deviation than those with Job 2.
Income
0.1
$1000 $1500 $2000
0.2
Probability
Chapter 5 30©2005 Pearson Education, Inc.
Decision Making – Example 2
Suppose we add $100 to each payoff in Job 1 which makes the expected payoff = $1600 Job 1: expected income $1,600 and a
standard deviation of $500 Job 2: expected income of $1,500 and a
standard deviation of $99.50
Chapter 5 31©2005 Pearson Education, Inc.
Decision Making – Example 2
Which job should be chosen? Depends on the individual Some may be willing to take risk with higher
expected income Some will prefer less risk even with lower
expected income
Chapter 5 32©2005 Pearson Education, Inc.
Risk and Crime Deterrence
Attitudes toward risk affect willingness to break the law
Suppose a city wants to deter people from double parking
Monetary fines may be better than jail time
Chapter 5 33©2005 Pearson Education, Inc.
Risk and Crime Deterrence
Costs of apprehending criminals are not zero, therefore Fines must be higher than the costs to
society Probability of apprehension is actually less
than one
Chapter 5 34©2005 Pearson Education, Inc.
Risk and Crime Deterrence - Example
Assumptions:1. Double-parking saves a person $5 in terms
of time spent searching for a parking space
2. The driver is risk neutral
3. Cost of apprehension is zero
Chapter 5 35©2005 Pearson Education, Inc.
Risk and Crime Deterrence - Example
A fine greater than $5.00 would deter the driver from double parking Benefit of double parking ($5) is less than the
cost ($6.00) equals a net benefit that is negative
If the value of double parking is greater than $5.00, then the person would still break the law
Chapter 5 36©2005 Pearson Education, Inc.
Risk and Crime Deterrence - Example
The same deterrence effect is obtained by either A $50 fine with a 0.1 probability of being
caught resulting in an expected penalty of $5
or A $500 fine with a 0.01 probability of being
caught resulting in an expected penalty of $5
Chapter 5 37©2005 Pearson Education, Inc.
Risk and Crime Deterrence - Example
Enforcement costs are reduced with high fine and low probability
Most effective if drivers don’t like to take risks
Chapter 5 38©2005 Pearson Education, Inc.
Preferences Toward Risk
Can expand evaluation of risky alternative by considering utility that is obtained by risk A consumer gets utility from income Payoff measured in terms of utility
Chapter 5 39©2005 Pearson Education, Inc.
Preferences Toward Risk - Example
A person is earning $15,000 and receiving 13.5 units of utility from the job
She is considering a new, but risky job 0.50 chance of $30,000 0.50 chance of $10,000
Chapter 5 40©2005 Pearson Education, Inc.
Preferences Toward Risk - Example
Utility at $30,000 is 18Utility at $10,000 is 10Must compare utility from the risky job
with current utility of 13.5To evaluate the new job, we must
calculate the expected utility of the risky job
Chapter 5 41©2005 Pearson Education, Inc.
Preferences Toward Risk
The expected utility of the risky option is the sum of the utilities associated with all her possible incomes weighted by the probability that each income will occur
E(u) = (Prob. of Utility 1) *(Utility 1)
+ (Prob. of Utility 2)*(Utility 2)
Chapter 5 42©2005 Pearson Education, Inc.
Preferences Toward Risk – Example
The expected is:E(u) = (1/2)u($10,000) + (1/2)u($30,000)
= 0.5(10) + 0.5(18)
= 14 E(u) of new job is 14, which is greater than
the current utility of 13.5 and therefore preferred
Chapter 5 43©2005 Pearson Education, Inc.
Preferences Toward Risk
People differ in their preference toward risk
People can be risk averse, risk neutral, or risk loving
Chapter 5 44©2005 Pearson Education, Inc.
Preferences Toward Risk
Risk Averse A person who prefers a certain given income
to a risky income with the same expected value
The person has a diminishing marginal utility of income
Most common attitude towards riskEx: Market for insurance
Chapter 5 45©2005 Pearson Education, Inc.
Risk Averse - Example
A person can have a $20,000 job with 100% probability and receive a utility level of 16
The person could have a job with a 0.5 chance of earning $30,000 and a 0.5 chance of earning $10,000
Chapter 5 46©2005 Pearson Education, Inc.
Risk Averse – Example
Expected Income of Risky JobE(I) = (0.5)($30,000) + (0.5)($10,000)
E(I) = $20,000
Expected Utility of Risky Job
E(u) = (0.5)(10) + (0.5)(18)
E(u) = 14
Chapter 5 47©2005 Pearson Education, Inc.
Risk Averse – Example
Expected income from both jobs is the same – risk averse may choose current job
Expected utility is greater for certain job Would keep certain job
Risk averse person’s losses (decreased utility) are more important than risky gains
Chapter 5 48©2005 Pearson Education, Inc.
Risk Averse
Can see risk averse choices graphicallyRisky job has expected income =
$20,000 with expected utility = 14 Point F
Certain job has expected income = $20,000 with utility = 16 Point D
Chapter 5 49©2005 Pearson Education, Inc.
Income ($1,000)
Utility
The consumer is risk averse because she would prefer a certain income of
$20,000 to an uncertain expected income =
$20,000
E
10
10 20
14
16
18
0 16 30
A
C
D
Risk Averse Utility Function
F
Chapter 5 50©2005 Pearson Education, Inc.
Preferences Toward Risk
A person is said to be risk neutral if they show no preference between a certain income, and an uncertain income with the same expected value
Constant marginal utility of income
Chapter 5 51©2005 Pearson Education, Inc.
Risk Neutral
Expected value for risky option is the same as utility for certain outcomeE(I) = (0.5)($10,000) + (0.5)($30,000)
= $20,000
E(u) = (0.5)(6) + (0.5)(18) = 12
This is the same as the certain income of $20,000 with utility of 12
Chapter 5 52©2005 Pearson Education, Inc.
Income ($1,000)10 20
Utility
0 30
6A
E
C
12
18
The consumer is riskneutral and is indifferentbetween certain eventsand uncertain events
with the same expected income.
Risk Neutral
Chapter 5 53©2005 Pearson Education, Inc.
Preferences Toward Risk
A person is said to be risk loving if they show a preference toward an uncertain income over a certain income with the same expected value Examples: Gambling, some criminal activities
Increasing marginal utility of income
Chapter 5 54©2005 Pearson Education, Inc.
Risk Loving
Expected value for risky option – point FE(I) = (0.5)($10,000) + (0.5)($30,000)
= $20,000
E(u) = (0.5)(3) + (0.5)(18) = 10.5
Certain income is $20,000 with utility of 8 – point C
Risky alternative is preferred
Chapter 5 55©2005 Pearson Education, Inc.
Income ($1,000)
Utility
0 10 20 30
The consumer is riskloving because she
would prefer the gamble to a certain income.
Risk Loving
3A
E
C8
18
F10.5
Chapter 5 56©2005 Pearson Education, Inc.
Preferences Toward Risk
The risk premium is the maximum amount of money that a risk-averse person would pay to avoid taking a risk
The risk premium depends on the risky alternatives the person faces
Chapter 5 57©2005 Pearson Education, Inc.
Risk Premium – Example
From the previous example A person has a .5 probability of earning
$30,000 and a .5 probability of earning $10,000
The expected income is $20,000 with expected utility of 14
Chapter 5 58©2005 Pearson Education, Inc.
Risk Premium – Example
Point F shows the risky scenario – the utility of 14 can also be obtained with certain income of $16,000
This person would be willing to pay up to $4000 (20 – 16) to avoid the risk of uncertain income
Can show this graphically by drawing a straight line between the two points – line CF
Chapter 5 59©2005 Pearson Education, Inc.
Income ($1,000)
Utility
0 10 16
Here, the risk premium is $4,000 because a certain income of $16,000 gives the person
the same expected utility as the
uncertain income with expected value
of $20,000.
10
18
30 40
20
14
A
CE
G
20
Risk Premium
F
Risk Premium – Example
Chapter 5 60©2005 Pearson Education, Inc.
Risk Aversion and Income
Variability in potential payoffs increases the risk premium
Example: A job has a .5 probability of paying $40,000
(utility of 20) and a .5 chance of paying 0 (utility of 0).
Chapter 5 61©2005 Pearson Education, Inc.
Risk Aversion and Income
Example (cont.): The expected income is still $20,000, but the
expected utility falls to 10E(u) = (0.5)u($0) + (0.5)u($40,000)
= 0 + .5(20) = 10 The certain income of $20,000 has utility of
16 If person must take new job, their utility will
fall by 6
Chapter 5 62©2005 Pearson Education, Inc.
Risk Aversion and Income
Example (cont.): They can get 10 units of utility by taking a
certain job paying $10,000 The risk premium, therefore, is $10,000 (i.e.
they would be willing to give up $10,000 of the $20,000 and have the same E(u) as the risky job
Chapter 5 63©2005 Pearson Education, Inc.
Risk Aversion and Income
The greater the variability, the more the person would be willing to pay to avoid the risk, and the larger the risk premium
Chapter 5 64©2005 Pearson Education, Inc.
Risk Aversion and Indifference Curves
Can describe a person’s risk aversion using indifference curves that relate expected income to variability of income (standard deviation)
Since risk is undesirable, greater risk requires greater expected income to make the person equally well off
Indifference curves are therefore upward sloping
Chapter 5 65©2005 Pearson Education, Inc.
Risk Aversion and Indifference Curves
Standard Deviation of Income
ExpectedIncome
Highly Risk Averse: Anincrease in standarddeviation requires a large increase in income to maintainsatisfaction.
U1
U2
U3
Chapter 5 66©2005 Pearson Education, Inc.
Risk Aversion and Indifference Curves
Standard Deviation of Income
ExpectedIncome
Slightly Risk Averse:A large increase in standarddeviation requires only a small increase in incometo maintain satisfaction.
U1
U2
U3
Chapter 5 67©2005 Pearson Education, Inc.
Reducing Risk
Consumers are generally risk averse and therefore want to reduce risk
Three ways consumers attempt to reduce risk are:
1. Diversification
2. Insurance
3. Obtaining more information
Chapter 5 68©2005 Pearson Education, Inc.
Reducing Risk
Diversification Reducing risk by allocating resources to a
variety of activities whose outcomes are not closely related
Example: Suppose a firm has a choice of selling air
conditioners, heaters, or both The probability of it being hot or cold is 0.5 How does a firm decide what to sell?
Chapter 5 69©2005 Pearson Education, Inc.
Income from Sales of Appliances
Hot WeatherCold
Weather
Air conditioner sales
$30,000 $12,000
Heater sales 12,000 30,000
Chapter 5 70©2005 Pearson Education, Inc.
Diversification – Example
If the firm sells only heaters or air conditioners their income will be either $12,000 or $30,000
Their expected income would be: 1/2($12,000) + 1/2($30,000) = $21,000
Chapter 5 71©2005 Pearson Education, Inc.
Diversification – Example
If the firm divides their time evenly between appliances, their air conditioning and heating sales would be half their original values
If it were hot, their expected income would be $15,000 from air conditioners and $6,000 from heaters, or $21,000
If it were cold, their expected income would be $6,000 from air conditioners and $15,000 from heaters, or $21,000
Chapter 5 72©2005 Pearson Education, Inc.
Diversification – Example
With diversification, expected income is $21,000 with no risk
Better off diversifying to minimize riskFirms can reduce risk by diversifying
among a variety of activities that are not closely related
Chapter 5 73©2005 Pearson Education, Inc.
Reducing Risk – The Stock Market
If invest all money in one stock, then take on a lot of risk If that stock loses value, you lose all your
investment value
Can spread risk out by investing in many different stocks or investments Ex: Mutual funds
Chapter 5 74©2005 Pearson Education, Inc.
Reducing Risk – Insurance
Risk averse are willing to pay to avoid risk
If the cost of insurance equals the expected loss, risk averse people will buy enough insurance to recover fully from a potential financial loss
Chapter 5 75©2005 Pearson Education, Inc.
The Decision to Insure
Chapter 5 76©2005 Pearson Education, Inc.
Reducing Risk – Insurance
For the risk averse consumer, guarantee of same income regardless of outcome has higher utility than facing the probability of risk
Expected utility with insurance is higher than without
Chapter 5 77©2005 Pearson Education, Inc.
The Law of Large Numbers
Insurance companies know that although single events are random and largely unpredictable, the average outcome of many similar events can be predicted
When insurance companies sell many policies, they face relatively little risk
Chapter 5 78©2005 Pearson Education, Inc.
Reducing Risk – Actuarially Fair
Insurance companies can be sure total premiums paid will equal total money paid out
Companies set the premiums so money received will be enough to pay expected losses
Chapter 5 79©2005 Pearson Education, Inc.
Reducing Risk – Actuarially Fair
Some events with very little probability of occurrence such as floods and earthquakes are no longer insured privately Cannot calculate true expected values and
expected losses Governments have had to create insurance
for these types of eventsEx: National Flood Insurance Program
Chapter 5 80©2005 Pearson Education, Inc.
The Value of Information
Risk often exists because we don’t know all the information surrounding a decision
Because of this, information is valuable and people are willing to pay for it
Chapter 5 81©2005 Pearson Education, Inc.
The Value of Information
The value of complete information The difference between the expected value
of a choice with complete information and the expected value when information is incomplete
Chapter 5 82©2005 Pearson Education, Inc.
The Value of Information – Example
Per capita milk consumption has fallen over the years
The milk producers engaged in market research to develop new sales strategies to encourage the consumption of milk
Chapter 5 83©2005 Pearson Education, Inc.
The Value of Information – Example
Findings Milk demand is seasonal with the greatest
demand in the spring Price elasticity of demand is negative and
small Income elasticity is positive and large
Chapter 5 84©2005 Pearson Education, Inc.
The Value of Information – Example
Milk advertising increases sales most in the spring
Allocating advertising based on this information in New York increased profits by 9% or $14 million
The cost of the information was relatively low, while the value was substantial (increased profits)
Chapter 5 85©2005 Pearson Education, Inc.
Demand for Risky Assets
Most individuals are risk averse and yet choose to invest money in assets that carry some risk Why do they do this? How do they decide how much risk to bear?
Must examine the demand for risky assets
Chapter 5 86©2005 Pearson Education, Inc.
The Demand for Risky Assets
Assets Something that provides a flow of money or
services to its ownerEx: homes, savings accounts, rental property,
shares of stock The flow of money or services can be explicit
(dividends) or implicit (capital gain)
Chapter 5 87©2005 Pearson Education, Inc.
The Demand for Risky Assets
Capital Gain An increase in the value of an asset
Capital loss A decrease in the value of an asset
Chapter 5 88©2005 Pearson Education, Inc.
Risky and Riskless Assets
Risky Asset Provides an uncertain flow of money or
services to its owner Examples
Apartment rent, capital gains, corporate bonds, stock prices
Don’t know with certainty what will happen to the value of a stock
Chapter 5 89©2005 Pearson Education, Inc.
Risky and Riskless Assets
Riskless Asset Provides a flow of money or services that is
known with certainty Examples
Short-term government bonds, short-term certificates of deposit
Chapter 5 90©2005 Pearson Education, Inc.
The Demand for Risky Assets
People hold assets because of the monetary flows provided
To compare assets, one must consider the monetary flow relative to the asset’s price (value)
Return on an asset The total monetary flow of an asset, including
capital gains or losses, as a fraction of its price
Chapter 5 91©2005 Pearson Education, Inc.
The Demand for Risky Assets
Individuals hope to have an asset that has returns larger than the rate of inflation Want to have greater purchasing power
Real Return of an Asset (inflation adjusted) The simple (or nominal) return less the rate
of inflation
Chapter 5 92©2005 Pearson Education, Inc.
The Demand for Risky Assets
Since returns are not known with certainty, investors often make decisions based on expected returns
Expected Return Return that an asset should earn on average In the end, the actual return could be higher
or lower than the expected return
Chapter 5 93©2005 Pearson Education, Inc.
Investments – Risk and Return (1926-1999)
Chapter 5 94©2005 Pearson Education, Inc.
The Demand for Risky Assets
The higher the return, the greater the riskInvestors will choose lower return
investments in order to reduce riskA risk-averse investor must balance risk
relative to return Must study the trade-off between return and
risk
Chapter 5 95©2005 Pearson Education, Inc.
Trade-offs: Risk and ReturnsExample
An investor is choosing between T-Bills and stocks:
1. T-bills – riskless
2. Stocks – risky
Investor can choose only T-bills, only stocks, or some combination of both
Chapter 5 96©2005 Pearson Education, Inc.
Trade-offs: Risk and ReturnsExample
Rf = risk-free return on T-bill Expected return equals actual return on a
riskless asset
Rm = the expected return on stocks
rm = the actual returns on stock
Assume Rm > Rf or no risk averse investor would buy the stocks
Chapter 5 97©2005 Pearson Education, Inc.
Trade-offs: Risk and ReturnsExample
How do we determine the allocation of funds between the two choices? b = fraction of funds placed in stocks (1-b) = fraction of funds placed in T-bills
Expected return on portfolio is weighted average of expected return on the two assets
fmP RbbRR )1(
Chapter 5 98©2005 Pearson Education, Inc.
Trade-offs: Risk and ReturnsExample
Assume, Rm = 12%, Rf = 4%, and b = 1/2
%8
%)4)(2/11(%)12)(2/1(
)1(
P
P
fmP
R
R
RbbRR
Chapter 5 99©2005 Pearson Education, Inc.
Trade-offs: Risk and ReturnsExample
How risky is the portfolio? As stated before, one measure of risk is
standard deviation Standard deviation of the risky asset, m
Standard deviation of risky portfolio, p
Can show that:
mp b
Chapter 5 100©2005 Pearson Education, Inc.
Trade-offs: Risk and ReturnsExample
We still need to figure out the allocation between the investment choices
A type of budget line can be constructed describing the trade-off between risk and expected return
Chapter 5 101©2005 Pearson Education, Inc.
Trade-offs: Risk and ReturnsExample
Expected return on the portfolio, rp increases as the standard deviation, p of that return increases
pm
fmfp
fmp
RRRR
RbbRR
)(
)1(
Chapter 5 102©2005 Pearson Education, Inc.
Trade-offs: Risk and ReturnsExample
The slope of the line is called the price of risk Tells how much extra risk an investor must
incur to enjoy a higher expected return
mfm )/R(R Slope
Chapter 5 103©2005 Pearson Education, Inc.
Choosing Between Risk and Return
If all funds are invested in T-bills (b=0), expected return is Rf
If all funds are invested in stocks (b=1), expected return is Rm but with standard deviation of m
Funds may be invested between the assets with expected return between Rf and Rm, with standard deviation between m and 0
Chapter 5 104©2005 Pearson Education, Inc.
Choosing Between Risk and Return
We can draw indifference curves showing combinations of risk and return that leave an investor equally satisfied
Comparing the payoffs and risk between the two investment choices and the preferences of the investor, the optimal portfolio choice can be determined
Investor wants to maximize utility within the “affordable” options
Chapter 5 105©2005 Pearson Education, Inc.
Choosing Between Risk and Return
p Return, of
Deviation Standard
ExpectedReturn,Rp
U2 is the optimal choice since it gives the highest return for a given risk and is still affordable
Rf
Budget Line
m
Rm
R*
U2
U1
U3
Chapter 5 106©2005 Pearson Education, Inc.
Choosing Between Risk and Return
Different investors have different attitudes toward risk
If we consider a very risk averse investor (A) Portfolio will contain mostly T-bills and less in stock,
with return slightly larger than Rf
If we consider a riskier investor (B) Portfolio will contain mostly stock and less T-bills, with
a higher return Rb but with higher standard deviation
Chapter 5 107©2005 Pearson Education, Inc.
The Choices of Two Different Investors
ExpectedReturn,Rp
p Return, of
Deviation Standard
Given the same budget line, investor A
chooses low return/low risk, while investor B
chooses high return/high risk.
UA
RA
A
UB
Rf
Budget line
m
Rm
RB
B
Chapter 5 108©2005 Pearson Education, Inc.
Investing in the Stock Market
In 1990’s many people began investing in the stock market for the first time Percent of US families who had directly or
indirectly invested in the stock market1989 = 32%1998 = 49%
Percent with share of wealth in stock market1989 = 26%1998 = 54%
Chapter 5 109©2005 Pearson Education, Inc.
Investing in the Stock Market
Why were stock market investments increasing during the 90’s? Ease of online trading Significant increase in stock prices during
late 90’s Employers shifting to self-directed retirement
plans Publicity for “do it yourself” investing
Chapter 5 110©2005 Pearson Education, Inc.
Behavioral Economics
Sometimes individuals’ behavior contradicts basic assumptions of consumer choice More information about human behavior
might lead to better understanding This is the objective of behavioral
economicsImproving understanding of consumer choice by
incorporating more realistic and detailed assumptions regarding human behavior
Chapter 5 111©2005 Pearson Education, Inc.
Behavioral Economics
There are a number of examples of consumer choice contradictions You take at trip and stop at a restaurant that
you will most likely never stop at again. You still think it fair to leave a 15% tip rewarding the good service.
You choose to buy a lottery ticket even though the expected value is less than the price of the ticket
Chapter 5 112©2005 Pearson Education, Inc.
Behavioral Economics
Reference Points Economists assume that consumers place a
unique value on the goods/services purchased
Psychologists have found that perceived value can depend on circumstances
You are able to buy a ticket to the sold out Cher concert for the published price of $125. You find out you can sell the ticket for $500 but you choose not to, even though you would never have paid more than $250 for the ticket.
Chapter 5 113©2005 Pearson Education, Inc.
Behavioral Economics
Reference Points (cont.) The point from which an individual makes a
consumption decision From the example, owning the Cher ticket is
the reference pointIndividuals dislike losing things they ownThey value items more when they own them
than when they do notLosses are valued more than gainsUtility loss from selling the ticket is greater than
original utility gain from purchasing it
Chapter 5 114©2005 Pearson Education, Inc.
Behavioral Economics
Experimental Economics Students were divided into two groups Group one was given a mug with a market
value of $5.00 Group two received nothing Students with mugs were asked how much
they would take to sell the mug backLowest price for mugs, on average, was $7.00
Chapter 5 115©2005 Pearson Education, Inc.
Behavioral Economics
Experimental Economics (cont.) Group without mugs was asked minimum
amount of cash they would except in lieu of the mug
On average willing to accept $3.50 instead of getting the mug
Group one had reference point of owning the mug
Group two had reference point of no mug
Chapter 5 116©2005 Pearson Education, Inc.
Behavioral Economics
Fairness Individuals often make choices because they
think they are fair and appropriateCharitable giving, tipping in restaurants
Some consumers will go out of their way to punish a store they think is “unfair” in their pricing
Manager might offer higher than market wages to make for happier working environment or more productive worker
Chapter 5 117©2005 Pearson Education, Inc.
Behavioral Economics
The Laws of Probability Individuals don’t always evaluate uncertain
events according to the laws of probability Individuals also don’t always maximize
expected utility Law of small numbers
Overstate probability of an event when faced with little information
Ex: overstate likelihood they will win the lottery
Chapter 5 118©2005 Pearson Education, Inc.
Behavioral Economics
Theory up to now has explained much but not all of consumer choice
Although not all of consumer decisions can be explained by the theory up to this point, it helps us understand much of it
Behavioral economics is a developing field to help explain and elaborate on situations not well explained by the basic consumer model