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dc.contributor.authorKamkhaji, Jonathan C.
dc.contributor.authorRadaelli, Claudio M.
dc.date.accessioned2016-02-29T09:36:45Z
dc.date.issued2016-12-20
dc.description.abstractWhat is the causal relationship between crisis, learning and change? How does causality works in the current responses to the sovereign debt crisis provided by the European Union? We question the conventional identification of the cause-and-effect relationship provided by theories of crisis management, integration and policy learning. Drawing on models of contingent learning developed within psychology and behavioural and evolutionary economics, we theorise that surprise produces behavioural change via a fast-paced associative cue-outcome mechanism and that policy learning follows change. We then run our exercise in causal identification through a plausibility probe. We show that our argument passes the plausibility probe. Our conclusions on cognition and situational effects on learning suggest a new research agenda, more sensitive to how individuals behave in the real world and more robust in its micro-foundations.en_GB
dc.identifier.doi10.1080/13501763.2016.1164744
dc.identifier.urihttp://hdl.handle.net/10871/20197
dc.language.isoenen_GB
dc.publisherTaylor and Francis (Routledge)en_GB
dc.rights.embargoreasonPublisher Policyen_GB
dc.subjectEuropean Unionen_GB
dc.subjectCrisisen_GB
dc.subjectMicro-foundationsen_GB
dc.subjectPolicy Learningen_GB
dc.subjectCognitive Psychologyen_GB
dc.titleCrisis, learning and policy change in the European Unionen_GB
dc.typeArticleen_GB
dc.identifier.issn1350-1763
dc.descriptionThis is the author accepted manuscript. The final version is available from the publisher via the DOI in this record.
dc.identifier.eissn1466-4429
dc.identifier.journalJournal of European Public Policyen_GB


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