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Hyperbolic discounting and life-cycle portfolio choice*

Published online by Cambridge University Press:  01 October 2015

DAVID LOVE
Affiliation:
Williams College, Williamstown, MA 01267, USA (e-mail: david.love@williams.edu, gregory.phelan@williams.edu)
GREGORY PHELAN
Affiliation:
Williams College, Williamstown, MA 01267, USA (e-mail: david.love@williams.edu, gregory.phelan@williams.edu)
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Abstract

This paper studies how hyperbolic discounting affects stock market participation, asset allocation, and saving decisions over the life cycle in an economy with Epstein–Zin preferences. Hyperbolic discounting affects saving and portfolio decisions through at least two channels: (1) it lowers desired saving, which decreases financial wealth relative to future earnings; and (2) it lowers the incentive to pay a fixed cost to enter the stock market. We find that hyperbolic discounters accumulate less wealth relative to their geometric counterparts and that they participate in the stock market at a later age. Because they have lower levels of financial wealth relative to future earnings, hyperbolic discounters who do participate in the stock market tend to hold a higher share of equities, particularly in the retirement years. We find that increasing the elasticity of intertemporal substitution, holding risk aversion constant, greatly magnifies the impact of hyperbolic discounting on all of the model's decision rules and simulated levels of participation, allocation, and wealth. Finally, we introduce endogenous financial knowledge accumulation and find that hyperbolic discounting leads to lower financial literacy and inefficient stock market investment.

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Articles
Copyright
Copyright © Cambridge University Press 2015 
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Table 1. Baseline parameters for simulations

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Table 2. Variance decomposition of income in working period and retirement

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Figure 1. (colour online) Consumption decision rules and the EIS: this figure shows consumption decision rules for high-school graduates with a geometric discount factor δ = 0.97, coefficient of relative risk aversion, γ = 5, and EIS parameters of 0.2 (left panel) and 0.5 (right panel), respectively.

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Figure 2. (colour online) Portfolio decision rule and the EIS: this figure shows the portfolio allocation decision rules for high-school graduates with a geometric discount factor δ = 0.97, coefficient of relative risk aversion, γ = 5, and EIS parameter 0.5.

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Figure 3. (colour online) Stock market participation threshold and the EIS: this figure shows the threshold level of cash-on-hand at which individuals participate in the stock market for high-school graduates with a geometric discount factor δ = 0.97, coefficient of relative risk aversion, γ = 5, and EIS parameters of 0.2 (left panel) and 0.5 (right panel), respectively.

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Figure 4. (colour online) Average participation rates and the EIS: this figure shows the simulated average stock market participation rates of high-school graduates aged 20–30 with a geometric discount factor δ = 0.97 and a coefficient of relative risk aversion, γ = 5. These models were solved assuming naive hyperbolic discounting (see footnote 14 for the motivation).

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Figure 5. (colour online) Average peak wealth and the EIS: this figure shows the simulated maximum values of average cash on hand for high-school graduates aged 20–30 with a geometric discount factor δ = 0.97 and a coefficient of relative risk aversion, γ = 5. These models were solved assuming naive hyperbolic discounting (see footnote 14 for the motivation).

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Figure 6. (colour online) Knowledge investment decision rule: this figure shows the knowledge investment decision rules for high-school graduates with a geometric discount factor δ = 0.97 and a coefficient of relative risk aversion, γ = 5. The initial level of financial knowledge is set to zero. The y-axis shows units of financial knowledge, which can be converted into financial terms by recalling that each unit of financial knowledge costs 0.005 of a 20-year-old's permanent income.

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Figure 7. (colour online) Knowledge investment and the EIS: this figure shows the knowledge investment decision rules for high-school graduates with a geometric discount factor δ = 0.97, coefficient of relative risk aversion, γ = 5, and EIS parameters of 0.2 (left panel) and 0.5 (right panel), respectively. The initial level of financial knowledge is set to zero. The y-axis shows units of financial knowledge, which can be converted into financial terms by recalling that each unit of financial knowledge costs 0.005 of a 20-year-old's permanent income.

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Figure 8. (colour online) Simulated financial knowledge and the EIS: this figure shows the average levels of financial knowledge for high-school graduates with a geometric discount factor δ = 0.97, coefficient of relative risk aversion, γ = 5, and EIS parameters of 0.2 (left panel) and 0.5 (right panel), respectively. The y-axis shows units of financial knowledge, which can be converted into financial terms by recalling that each unit of financial knowledge costs 0.005 of a 20-year-old's permanent income.

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Figure 9. (colour online) Simulated financial knowledge and depreciation: this figure shows the average levels of financial knowledge for high-school graduates with a geometric discount factor δ = 0.97, coefficient of relative risk aversion, γ = 5, EIS of 0.5, and knowledge depreciation of 0% (left panel) and 100% (right panel), respectively. The y-axis shows units of financial knowledge, which can be converted into financial terms by recalling that each unit of financial knowledge costs 0.005 of a 20-year-old's permanent income.

Figure 11

Figure 10. (colour online) Average participation rates and the EIS: This figure shows the simulated average stock market participation rates of high-school graduates aged 20–30 with a geometric discount factor δ = 0.97 and a coefficient of relative risk aversion, γ = 5. These models were solved assuming naive hyperbolic discounting (see footnote 14 for the motivation).

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Figure 11. (colour online) Simulated portfolio shares and the EIS: this figure shows the average shares in the risky asset for high-school graduates with a geometric discount factor δ = 0.97, coefficient of relative risk aversion, γ = 5, and EIS parameters of 0.2 (left panel) and 0.5 (right panel), respectively.

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Table 3. Participation, allocation, financial knowledge, and wealth, by education

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Table 4. Impact of financial knowledge price and financial knowledge parameters