COVID-19 Update – Apply the Concept: Can You Catch Covid-19 from Touching a Surface? Taking into Account How People React to Changing Circumstances

Supports:  Econ (Chapter 1, Section 1.3- in All Volumes)

Here’s the key point:   To forecast the effects of a government policy, it’s important for economists to take into account how people will change their behavior in response to the policy.

In forecasting the effects of a government policy, economists take into account how people will respond to the policy.  In general, when people’s circumstances change, including when the government enacts a new policy, people change how they act.  It’s easy to fall into an error if you fail to take into account how people’s actions might change—their behavioral response—as their circumstances change.  Let’s consider two examples.

First consider an example from the Covid-19 pandemic.  In May 2020, the federal Centers for Disease Control and Prevention (CDC) noted that few people were contracting the disease as a result of touching surfaces contaminated by the virus and that most people became ill by breathing in the virus while near an infected person. Some media outlets interpreted the CDC’s announcement as meaning, in the words of one headline: “CDC Now Says Coronavirus Isn’t Easily Spread by Touching Surfaces.” But is this conclusion correct? Consider two scenarios:

Scenario 1: Despite the spread of the coronavirus, people and businesses don’t adjust their behavior. People are unconcerned if they touch a surface, such as a doorknob, that may contain the virus.  After touching a surface, they don’t immediately wash their hands or use hand sanitizer.  No one wears gloves. Businesses don’t make a special effort to clean surfaces.

Scenario 2: Most people react to the spread of the coronavirus by avoiding touching surfaces whenever they can.  If they do touch a surface, they wash their hands or use hand sanitizer. Some people wear gloves. Businesses disinfect surfaces much more frequently than they did before the virus became widespread.

If Scenario 1 accurately described the situation in the United States in May 2020, we could reasonably draw the conclusion contained in the media headline we quoted: You are unlikely to catch Covid-19 by touching a contaminated surface. In fact, of course, Scenario 2 more accurately describes the situation in the United States at that time. As a result, the fact that few people caught the virus from touching a contaminated surface does not allow us to conclude that you are unlikely to catch Covid-19 that way because people adjusted their behavior to make that outcome less likely.

Now consider an economic example.  Suppose that a city decides to tax colas and other sweetened beverages.  If stores in the city are currently selling 100 million ounces of soda and the city imposes a tax of 2 cents per ounce, will it collect $2 million (= $0.02 per ounce × 100,000,000 ounces) in revenue from the tax per year?  We can expect that because of the tax, stores will increase the prices they charge for soda. Those price increases will cause consumers to change their behavior. Some people will buy less soda and, if the city’s suburbs don’t also enact a tax, some people will drive to stores outside the city to buy their soda. As a result, sales of sweetened beverages in the city will fall below 100 million ounces and the city will collect less than $2 million per year from the tax.

In both these cases, we would draw an incorrect conclusion if we failed to take into account the behavioral response of people to changes in their circumstances, whether the change is from the arrival of a new disease or an increase in a tax.  Economist sometimes call the error of failing to take into account the effect of behavioral responses to policy changes the Lucas critique, named after Nobel laureate Robert Lucas of the University of Chicago.

Question: An article in the Seattle Times published in late May 2020 noted that: “Half of new coronavirus infections in Washington [state] are now occurring in people under the age of 40….” Yet an opinion column in the New York Times published in March 2020 near the beginning of the pandemic noted that the coronavirus was disproportionately infecting older people.  Is one of these accounts of which age group is most likely to be infected necessarily incorrect? Briefly explain.

For instructors that would like the solutions to these questions, please email your name, course number, and affiliation to christopher.dejohn@pearson.com and we’ll send along a solutions manual.

Sources: Sandi Doughton, “Half of Newly Diagnosed Coronavirus Cases in Washington Are in People under 40,” Seattle Times, May 28, 2020; and Louise Aronson, “‘Covid-19 Kills Only Old People.’ Only?” New York Times, March 22, 2020.

4/17/20 Podcast – Glenn Hubbard & Tony O’Brien discuss the Federal Reserve response and toilet paper shortages.

On April 17th, Glenn Hubbard and Tony O’Brien continued their podcast series by spending just under 30 minutes discuss varied topics such as the Federal Reserve’s monetary response, record unemployment numbers, panic buying of toilet paper as compared to bank runs, as well as recent books they’ve been reading with increased downtime from the pandemic.

4/9/20 – UNWRITTEN Pearson Webinar with Glenn Hubbard and Jaylen Brown, Pearson Campus Ambassador.

During the initial UNWRITTEN webinar from Pearson, Glenn Hubbard had a conversation with Jaylen Brown, a Pearson Campus Ambassador as well as a student at University of Central Florida -also Glenn’s undergrad alma mater!

Over the 30-minute broadcast, they discussed topics of relevance to all students – real world outlook on jobs, supply and demand, and the policies aimed at relief. Glenn talks of recovery shaped like a Nike swoosh with a sharp decline and a slightly longer climb back to normalcy. Check out the full episode now posted on YouTube!

4/10/20 Podcast – Glenn Hubbard & Tony O’Brien discuss the economic impacts of the pandemic.

On April 10th Glenn Hubbard and Tony O’Brien sat down together to discuss some of the larger impacts of the pandemic.

In these 18 minutes, Glenn and Tony discuss the fiscal & monetary response, the future relationship of the US Treasury and the Federal Reserve System, as well as several other topics.

Coronavirus Pandemic & the Economy: An Overview

On March 19th Glenn Hubbard sat down with the editorial team at Pearson to talk through some of the high-level economic issues involved in the coronavirus pandemic.

In this 10 minute podcast Glenn discusses the nature of the economic shock and what we should expect, based on historical shocks. We explore every day topics students are wondering about like what will the job market look like to the policy ideas of what could help stabilize the US economy.

Give your students the link and ask them any of the following discussion questions to get them thinking about the pandemic in an economic context:

1. Is this kind of economic supply shock a new concept or something that the U.S. has experienced before? Is there any precedent for whether this should be a short or drawn out recession? What factors will contribute to the length of the recession?

2. What economic policies would you prescribe for dealing with this crisis and why? Which policy would be the most beneficial for families given the current state of the economy? Which policies would be the most beneficial for businesses and long-term economic growth?

3. What current mandates as a result of the pandemic could translate into longer-term modifications to how we learn and work? Discuss the possible structural changes to the economy.

4. What are the trade-offs involved in controlling the pandemic? Assuming there will be a significant impact on the economy, what macroeconomic policies would you implement to soften the shock to allow people to more easily follow the guidelines to reduce the pandemic without suffering severe economic consequences? Will your policies help restart the economy once the pandemic has passed?

Instructors can access the answers to these questions by emailing Pearson at Christopher.dejohn@pearson.com and stating your name, affiliation, school email address, course number.