Infinite Backward Induction Arguments

A large family of paradoxical arguments have been subsumed under the label backward induction arguments. These include the iterated prisonerÕs dilemma, the centipede game, and the surprise test paradox. They are described as backward because they begin by considering a future hypothetical alternative, rule it out, and then rule out each predecessor. Thus they go backward in time ruling out finitely many alternatives. I present examples that go forward in time and eliminate infinitely many alternatives. These pose problems for solutions that focus on common knowledge assumptions.     

Translating the ICAP Theory of Cognitive Engagement Into Practice

ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5‐year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers’ understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers’ classroom implementation, (d) modes of students’ enacted behaviors, and (e) students’ learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers’ overall difficulty in designing and eliciting Interactive engagement.     

Substance use and partner violence among urban women seeking emergency care

Growing evidence suggests intimate partner violence (IPV) and substance misuse are co-occurring problems that disproportionately affect low income urban women seeking care in emergency departments (EDs) and represent leading causes of injuries that result in ED visits. This paper examines temporal bidirectional associations between different types of drug and alcohol use and different types of IPV in a longitudinal study of a representative sample of 241 low-income urban women receiving emergency care from an ED in the Bronx, New York. After adjusting and matching for sociodemographics and potentially confounding multilevel risk and protective covariates, women who reported using heroin in the prior 6 months at Wave 1 were twice as likely as nonheroin-using women to indicate any physical, injurious, or sexual IPV at subsequent waves and were 2.7 times more likely to indicate experiencing an injury from IPV at subsequent waves. Crack or cocaine use in the past 6 months at Wave 1 was associated with an increased likelihood of injurious IPV and severe verbal abuse at subsequent waves. Findings also suggested that sexual IPV was significantly associated with subsequent use of crack or cocaine. The multiple bidirectional associations found linking these problems underscore the need for conducting routine screening for IPV and substance misuse among women in low-income urban EDs, and for improving linkages to services that will ultimately reduce the risk of morbidity, disability, and mortality related to these co-occurring problems.     

The Slip Induction Task: Creating a window into cognitive control failures

Regardless of age, education, or social status, we all experience moments where we ask ourselves, "what was I thinking?!?" Typically, we experience errors of this sort, or slips of action, during routine tasks that require a whole sequence of movements. However, most action slip research has focused on creating response conflict within single movements. The Slip Induction Task (SIT) is a step toward creating response conflict within truer to life action routines. As such, the SIT attempts to induce action slips in a well-learned movement routine through the occasional presentation of unexpected cues. We find that the SIT is able to reliably induce action slips, especially when the unexpected cue necessitates a movement to an unexpected target location. Furthermore, when participants are able to avoid an action slip, these changes in movement routine are accompanied by a cost in speed.     

Goal Orientation and Feedback Congruence: Effects on Discretionary Effort and Achievement

This study examines the differential effects of outcome feedback for achievement goal orientations' relationship with effort and achievement. In support of our predictions, learning goal orientation had a positive relationship with task achievement in the absence of outcome feedback and a negative relationship in its presence, while performance goal orientation maintained a positive relationship with achievement regardless of whether outcome feedback was provided. We attribute this to a decrease in task interest when initial task purpose, as determined by personal goal orientation, is incongruent with the subsequent task cues provided by outcome feedback. Predictions regarding task effort and combined goal orientation effects were not supported. Implications for theory and practice are discussed.