Rational Ignorance in Education
通过实地实验评估网络教育教程对减少大学生抄袭的效果，发现该干预显著降低了抄袭率，尤其对低SAT成绩学生效果更明显，且作用机制是提升知识而非增加被发现的恐惧。
Abstract Plagiarism appears to be a common problem among college students, yet there is little evidence on the effectiveness of interventions designed to minimize plagiarism. This study presents the results of a field experiment that evaluated the effects of a web-based educational tutorial in reducing plagiarism. We found that assignment to the treatment group substantially reduced the likelihood of plagiarism, particularly among student with lower SAT scores who had the highest rates of plagiarism. A followup survey suggests that the intervention reduced plagiarism by increasing student knowledge rather than by increasing the perceived probabilities of detection and punishment.