 The paradox of backward induction, like the puzzles raised by equilibrium refinement, is mainly a problem for those who view game theory as contributing to a normative theory of rationality (specifically, as contributing to that larger theory the theory of strategic rationality). The non-psychological game theorist can give a different sort of account of apparently “irrational” play and the prudence it encourages. This involves appeal to the empirical fact that actual agents, including people, must learn the equilibrium strategies of games they play, at least whenever the games are at all complicated. Research shows that even a game as simple as the Prisoner’s Dilemma requires learning by people  (Ledyard 1995,  Sally 1995,  Camerer 2003,  p. 265). What it means to say that people must learn equilibrium strategies is that we must be a bit more sophisticated than was indicated earlier in constructing utility functions from behavior in application of Revealed Preference Theory. Instead of constructing utility functions on the basis of single episodes, we must do so on the basis of observed runs of behavior once it has stabilized, signifying maturity of learning for the subjects in question and the game in question. Once again, the Prisoner’s Dilemma makes a good example. People encounter few one-shot Prisoner’s Dilemmas in everyday life, but they encounter many repeated PD’s with non-strangers. As a result, when set into what is intended to be a one-shot PD in the experimental laboratory, people tend to initially play as if the game were a single round of a repeated PD. The repeated PD has many Nash equilibria that involve cooperation rather than defection. Thus experimental subjects tend to cooperate at first in these circumstances, but learn after some number of rounds to defect. The experimenter cannot infer that she has successfully induced a one-shot PD with her experimental setup until she sees this behavior stabilize.