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This paper develops a general framework to study how misinterpreting information impacts learning. Our main result is a simple criterion to characterize long‐run beliefs based on the underlying form of misspecification. We present this characterization in the context of social learning, then highlight how it applies to other learning environments, including individual learning. A key contribution...
This paper demonstrates that a misspecified model of information processing interferes with long-run learning and allows inefficient choices to persist, despite sufficient information for asymptotic learning. I consider an observational learning environment in which agents observe a private signal about an unknown state and some agents observe the actions of their predecessors. Individuals face an...
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