scholarly journals COSTLY FALSE BELIEFS: WHAT SELF-DECEPTION AND PRAGMATIC ENCROACHMENT CAN TELL US ABOUT THE RATIONALITY OF BELIEFS

2019 ◽  
Vol 13 (2) ◽  
pp. 95-118
Author(s):  
Melanie Sarzano
Keyword(s):  
Formation Mechanism ◽  
Belief Formation ◽  
False Beliefs ◽  
Pragmatic Encroachment ◽  
High Stakes ◽  
The Difference

In this paper, I compare cases of self-deception and cases of pragmatic encroachment and argue that confronting these cases generates a dilemma about rationality. This dilemma turns on the idea that subjects are motivated to avoid costly false beliefs, and that both cases of self-deception and cases of pragmatic encroachment are caused by an interest to avoid forming costly false beliefs. Even though both types of cases can be explained by the same belief-formation mechanism, only self-deceptive beliefs are irrational: the subjects depicted in high-stakes cases typically used in debates on pragmatic encroachment are, on the contrary, rational. If we find ourselves drawn to this dilemma, we are forced either to accept—against most views presented in the literature—that self-deception is rational or to accept that pragmatic encroachment is irrational. Assuming that both conclusions are undesirable, I argue that this dilemma can be solved. In order to solve this dilemma, I suggest and review several hypotheses aimed at explaining the difference in rationality between the two types of cases, the result of which being that the irrationality of self-deceptive beliefs does not entirely depend on their being formed via a motivationally biased process.

scholarly journals A Rasch-Based Validation of ELT Certificate-LORT

2020 ◽  
Vol 13 (9) ◽  
pp. 94
Author(s):  
Xin Qu
Keyword(s):  
Teacher Candidates ◽  
Rating Scales ◽  
Rating Scale ◽  
Qualitative Interviews ◽  
Structured Interviews ◽  
High Stakes ◽  
Efl Teacher ◽  
The Difference ◽  
Group Interviews

The present study was executed with the purpose of validating ELT Certificate Lesson Observation and Report Task (ELTC-LORT), which was developed by China Language Assessment to certify China’s EFL teachers by performance-based testing. The ELT Certificate has high-stakes considering its impacts on candidates’ recruitment, ELT in China and quality of education, so it is crucially important for its validation so as to guarantee fairness and justice. The validity of task construct and rating rubric went through a process suited for many-facet Rasch measurement supplemented with qualitative interviews. Participants (N = 40) were provided with a video excerpt from a real EFL lesson, and required to deliver a report on the teacher’s performance. Two raters graded the records of the candidates’ reports using rating scales developed to measure EFL teacher candidates’ oral English proficiency and ability to analyze and evaluate teaching. Many-facet Rasch analysis demonstrated a successful estimation, with a noticeable spread among the participants and their traits, proving the task functioned well in measuring candidates’ performance and reflecting the difference of their ability. The raters were found to have good internal self-consistency, but not the same leniency. The rating scales worked well, with the average measures advancing largely in line with Rasch expectations. Semi-structured interviews as well as focus group interviews were executed to provide knowledge regarding the raters’ performance levels and the functionalities of the rating scale items. The findings provide implications for further research and practice of the Certificate.

scholarly journals Testing, Stress, and Performance: How Students Respond Physiologically to High-Stakes Testing

2019 ◽  
pp. 1-50
Author(s):  
Jennifer A. Heissel ◽  
Emma K. Adam ◽  
Jennifer L. Doleac ◽  
David N. Figlio ◽  
Jonathan Meer
Keyword(s):  
Standardized Testing ◽  
Low Income ◽  
Stress Responses ◽  
Test Performance ◽  
Physiological Stress ◽  
High Stakes Testing ◽  
High Stakes ◽  
Regular School ◽  
The Difference ◽  
And Performance

We examine how students' physiological stress differs between a regular school week and a highstakes testing week, and we raise questions about how to interpret high-stakes test scores. A potential contributor to socioeconomic disparities in academic performance is the difference in the level of stress experienced by students outside of school. Chronic stress – due to neighborhood violence, poverty, or family instability – can affect how individuals' bodies respond to stressors in general, including the stress of standardized testing. This, in turn, can affect whether performance on standardized tests is a valid measure of students' actual ability. We collect data on students' stress responses using cortisol samples provided by low-income students in New Orleans. We measure how their cortisol patterns change during high-stakes testing weeks relative to baseline weeks. We find that high-stakes testing is related to cortisol responses, and those responses are related to test performance. Those who responded most strongly – with either increases or decreases in cortisol – scored 0.40 standard deviations lower than expected on the high-stakes exam.

Formation mechanism of Y2BaCuO5 pattern in growing YBa2Cu3Oxgrains during melt-infiltration process

1998 ◽  
Vol 13 (3) ◽  
pp. 583-588 ◽  
Author(s):  
Young A. Jee ◽  
Suk-Joong L. Kang ◽  
Hyungsik Chung
Keyword(s):  
Dihedral Angle ◽  
Formation Mechanism ◽  
Dihedral Angles ◽  
Infiltration Process ◽  
Free Region ◽  
Melt Infiltration ◽  
Zero Degree ◽  
The Difference ◽  
Crystallographic Planes

When a melt of BaO and CuO mixture was infiltrated into sintered Y2BaCuO5(211) compact to form YBa2Cu3Ox(123) superconductor, butterfly-like plane patterns of 211-free regions were observed to form within growing 123 grains. In a 123 grain, the 211-free region was found to be a pair of vertex-shared pyramids and 211 entrapped region to be the rest of the bulk of the grain. An observation of patterns and cracks formed within 123 grains revealed the base of the pyramids to be (001) plane. The difference in entrapment, which depends on crystallographic planes and results in the formation of the pattern, was explained by the dihedral angles between 123 and 211. The dihedral angle between a - (or b-) plane and 211, which is believed to be greater than zero degree, might cause the entrapment of 211 particles in a [100] (or [010]) direction. In contrast, the dihedral angle of most probably zero degree between c-plane and 211 inhibited the entrapment. The observed shape of 211 particles in front of a-(or b-) and c-planes supports the above explanation of 211 entrapment to form the butterfly-like patterns. was explained by the dihedral angles between 123 and 211. The dihedral angle between a- (or b-) plane and 211, which is believed to be greater than zero degree, might cause the entrapment of 211 particles in a [100] (or [010[) direction. In contrast, the dihedral angle of most probably zero degree between c-plane and 211 inhibited the entrapment. The observed shape of 211 particles in front of a-(or b-) and c-planes supports the above explanation of 211 entrapment to form the butterfly-like patterns.

Academic Tracking, High-Stakes Tests, and Preparing Students for College: How Inequality Persists Within Schools

2016 ◽  
Vol 32 (7) ◽  
pp. 907-935 ◽  
Author(s):  
Jason Giersch
Keyword(s):  
High Stakes Testing ◽  
Public High School ◽  
School Students ◽  
High Stakes ◽  
Data Set ◽  
Academic Tracking ◽  
State University System ◽  
High Stakes Tests ◽  
Academic Track ◽  
The Difference

Academic tracking is a common feature of school organization, but it produces inequalities in student outcomes. High-stakes testing policies offer new opportunities for assessing students’ progress, but the instruments raise concerns about relying on such narrow measures of learning. This study utilizes a longitudinal data set that follows one cohort of North Carolina school students from public high school through the state university system to examine the difference in outcomes associated with academic track. Results show that upper track students do better in college even when controlling for achievement on high-stakes tests and that such tests are a stronger predictor of college success for upper track students than they are for lower track students. Interviews suggest that these differences can be attributed to different methods of instruction in each track.

scholarly journals Mathematics Play, Problem Solving, and Perseverence

2016 ◽  
Vol 4 (10) ◽  
pp. 149-156
Author(s):  
Terrie T. Poehl
Keyword(s):  
Problem Solving ◽  
Student Development ◽  
Classroom Teacher ◽  
Strong Relationship ◽  
Posttest Score ◽  
Fifth Grade ◽  
Test Statistic ◽  
Benchmark Testing ◽  
High Stakes ◽  
The Difference

The research presented in this article focuses on the effect of student use of problem solving apps on a tablet PC either prior to (motivation) or immediately after (reward) a classroom assessment. The classroom teacher developed the assessment. Continued practice throughout the school year is measured by collecting d ata on benchmark testing completed by fifth grade students in the fall, winter, and spring administrations. The team of the researcher and classroom teacher wanted to study the effect of using tablet computers in the fourth and fifth grade classrooms. Spec ifically, they wanted the answer to “Does using problem solving apps either as a motivator or reward help students perform differently on classroom assessments and high stakes tests?” This is an important question to answer for student development and the yearly evaluation of the classroom teacher.The two variable groups for the analysis includes the Pretest scaled score and the Posttest scaled score. The purpose of this analysis was to determine if using the problem solving apps helped the students throug hout the year with the three administrations of the benchmark testing. Scores for the fall administration represent the Pretest score (PreScale) and the Posttest score (PostScale) were gathered using the spring administration.Descriptive statistics on the two variables show that the posttest score has a much larger standard deviation. However, the difference does not show it as statistically significantly different. The pairedt test showed a calculated test statistic value of 0.000. The use of p=0.05 indi cates a rejection of the null hypothesis.The paired sample correlation values concurred with a statistically significantly difference. The correlation value of 0.691 indicates a significance of probability at 0.000. Since the variable change is a positive correlation value, then it is a direct correlation. The correlation value indicates a strong relationship between the variables.

scholarly journals Compositionally-Driven Formation Mechanism of Hierarchical Morphologies in Co-Deposited Immiscible Alloy Thin Films

Nanomaterials ◽  
2021 ◽  
Vol 11 (10) ◽  
pp. 2635
Author(s):  
Max Powers ◽  
James A. Stewart ◽  
Rémi Dingreville ◽  
Benjamin K. Derby ◽  
Amit Misra
Keyword(s):  
Thin Films ◽  
Formation Mechanism ◽  
Threshold Value ◽  
Deposition Process ◽  
Immiscible Alloy ◽  
Multiple Length Scales ◽  
Constituent Element ◽  
The Difference ◽  
Microscopy Characterization

Co-deposited, immiscible alloy systems form hierarchical microstructures under specific deposition conditions that accentuate the difference in constituent element mobility. The mechanism leading to the formation of these unique hierarchical morphologies during the deposition process is difficult to identify, since the characterization of these microstructures is typically carried out post-deposition. We employ phase-field modeling to study the evolution of microstructures during deposition combined with microscopy characterization of experimentally deposited thin films to reveal the origin of the formation mechanism of hierarchical morphologies in co-deposited, immiscible alloy thin films. Our results trace this back to the significant influence of a local compositional driving force that occurs near the surface of the growing thin film. We show that local variations in the concentration of the vapor phase near the surface, resulting in nuclei (i.e., a cluster of atoms) on the film’s surface with an inhomogeneous composition, can trigger the simultaneous evolution of multiple concentration modulations across multiple length scales, leading to hierarchical morphologies. We show that locally, the concentration must be above a certain threshold value in order to generate distinct hierarchical morphologies in a single domain.

scholarly journals Ethics On Political Communication

2018 ◽  
Author(s):  
Mirza Shahreza
Keyword(s):  
Political Communication ◽  
Social Life ◽  
Technical Solution ◽  
High Stakes ◽  
Political Messages ◽  
Election Result ◽  
Political Events ◽  
Third Stage ◽  
The Face ◽  
The Difference

Ethics of communication in politics is the value of communicating in political events. Political problems are activities in the highest hierarchy of social life. So this study will focus on political communicators, political messages and political channels. Political communicators are the main actors or who initiate the formation of messages up to the use of certain channels addressed to the recipients of political messages (political audiences). Political problems not only occur linearly (one-way), or interactionally limited in the form of action-reaction in the form of feedback (feedback) only, but there is a continuous (transactional). Transactionally materialized in the presence of "crucial talks". Starting from the first stage, which is a small talk in the form of consultation and minimal coordination between two or more political communicators, this atmosphere is because among them still the same in terms of views and interests. The second stage, the talks are in the form of discussions, negotiations or political lobbying between two or more compromises to determine the technical solution, because this stage of the different views but still an important one. The third stage, which is a crucial conversation where there are differences of views and differences of interests. Crucial conversation is a discussion between two or more people when (1) high stakes, (2) different opinions, and (3) High emotions. These conditions are usually resolved by voting or by walkout. In the face of a crucial conversation we can do three things: avoid, face in a good way, and deal with it in a bad way. Facing elections, feud is a necessity, there are differences of view will make the society split into two or several axis of politics. The election result that determines the winning Party that will propose the presidential candidate will be colored by political messages in the form of persuasive or negative (negative and black campaign). So that we can always keep the unity and the unity of the nation we must understand the meaning of politics with the maturity of thinking and empathy in the difference, so hopefully we can be a wise man.

scholarly journals Committee Decisions under Majority Rule: An Experimental Study

1978 ◽  
Vol 72 (2) ◽  
pp. 575-598 ◽  
Author(s):  
Morris P. Fiorina ◽  
Charles R. Plott
Keyword(s):  
Majority Rule ◽  
Theoretical Work ◽  
Experimental Results ◽  
Noncooperative Game ◽  
Social Psychological ◽  
High Stakes ◽  
Side Payments ◽  
Series Of Experiments ◽  
Committee Decision Making ◽  
The Difference

This article reports the findings of a series of experiments on committee decision making under majority rule. The committee members had relatively fixed preferences, so that the process was one of making decisions rather than one of problem solving. The predictions of a variety of models drawn from Economics, Sociology, Political Science and Game Theory were compared to the experimental results. One predictive concept, the core of the noncooperative game without side payments (equivalent to the majority rule equilibrium) consistently performed best. Significantly, however, even when such an outcome did not exist, the experimental results did not display the degree of unpredictability that some theoretical work would suggest. An important subsidiary finding concerns the difference between experiments conducted under conditions of high stakes versus those conducted under conditions of much lower stakes. The findings in the two conditions differed considerably, thus calling into question the political applicability of numerous social psychological experiments in which subjects had little or no motivation.

The Binary Bias: A Systematic Distortion in the Integration of Information

2018 ◽  
Vol 29 (11) ◽  
pp. 1846-1858 ◽  
Author(s):  
Matthew Fisher ◽  
Frank C. Keil
Keyword(s):  
Information Integration ◽  
Belief Formation ◽  
Continuous Data ◽  
Statistical Features ◽  
Statistical Estimates ◽  
The Difference ◽  
Public Policy Decisions ◽  
Summary Judgment ◽  
New Evidence ◽  
New Framework

One of the mind’s most fundamental tasks is interpreting incoming data and weighing the value of new evidence. Across a wide variety of contexts, we show that when summarizing evidence, people exhibit a binary bias: a tendency to impose categorical distinctions on continuous data. Evidence is compressed into discrete bins, and the difference between categories forms the summary judgment. The binary bias distorts belief formation—such that when people aggregate conflicting scientific reports, they attend to valence and inaccurately weight the extremity of the evidence. The same effect occurs when people interpret popular forms of data visualization, and it cannot be explained by other statistical features of the stimuli. This effect is not confined to explicit statistical estimates; it also influences how people use data to make health, financial, and public-policy decisions. These studies ( N = 1,851) support a new framework for understanding information integration across a wide variety of contexts.

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