The Frames Behind the Games: Player's Perceptions of Prisoner's Dilemma, Chicken, Dictator, and Ultimatum Games

The tension between cooperative and competitive impulses is an eternal issue for every society. But how is this problem perceived by individual participants in the context of a behavioral games experiment? We first assess individual differences in players’ propensity to cooperate in a series of experimental games. We then use openended interviews with a subset of those players to investigate the various concepts (or ‘frames’) they used when thinking about self-interested and cooperative actions. More generally, we hope to raise awareness of player’s perceptions of experimental environments to inform both the design and interpretation of experiments and experimental data.Laboratory Experiment, Frames, Selfishness, Cooperation

Early psychosocial stress predicts extra-pair copulations

Cheating on a mate, known as an extra-pair copulation (EPC), is considered unacceptable by most individuals. Nonetheless many individuals engage in such risky behaviors. Because individuals with high, as opposed to low, levels of early psychosocial stress are more risk prone and more likely to engage in opportunistic matings, we predicted that individuals reporting EPCs, one of many types of opportunistic mating (e.g., one-night stand, consecutive short-term relationships etc), have higher levels of early psychosocial stress than those who do not. Two types of EPCs were examined: EPC-self (EPC-S), having sex with someone other than one's mate, and EPC-other (EPC-O), having sex with someone else's mate. In a sample of 229 women and 161 men, significantly higher levels of early psychosocial stress were found amongst those reporting an EPC-S than those reporting none, irrespective of EPC-Os. Furthermore, the more EPC-Ss men, but not women, reported the higher their early psychosocial stress. Early psychosocial stress was not associated with EPC-Os irrespective of EPC-Ss. Participants were also classified into one of four groups (no EPCs, EPC-O only, EPC-S only, or EPC-S&O) which significantly interacted with early psychosocial stress. Results are discussed from adaptationist and mechanist perspectives and why early psychosocial stress was higher in individuals reporting EPC-Ss irrespective of EPC-Os, but not EPC-Os irrespective of EPC-Ss, than those not reporting the EPC of interest

Bodies in space/bodies in motion/bodies in character : adolescents bear witness to Anne Frank.

Situated at the intersection of research on Holocaust education and embodied literacies this study examines how an arts-based instructional approach engaged middle school learners in developing empathetic perspectives on the Anne Frank narrative. We addressed the research question: What can adolescents who are using their bodies to gain empathy with Anne Frank teach us about embodied literacies? Digital images and video were used to generate a multimodal analytic method that combined focus group interviewing with the Semiotic Photo Response Protocol and Visual Discourse Analysis. Analyses of performance and visual arts texts illustrated how students layered their understandings as they recast meanings across sign systems. As students engaged their bodies in space, in motion, and in character, they learned about the socio-historical and emotional contexts in which Anne lived. These findings suggest that arts-integrated and embodied learning opportunities may support students’ sensemaking about complex narratives

“She’s Definitely the Artist One”: How Learner Identities Mediate Multimodal Composing

Multimodal composing can activate literacy practices and identities not typically privileged in verbocentric English classrooms, and students’ identities as particular kinds of learners (e.g., “visual artist”) may propel—or limit—their engagement in classroom work, including in multimodal composing. Although researchers have studied the ways multimodal projects can evidence literacy learning and have argued that identity is negotiated, improvisational, and hybrid, they have offered few sustained analyses of the processes by which identities evolve during and across multimodal composing tasks. By examining how students position themselves and one another as particular kinds of learners over time, researchers can better understand the ways in which multimodal tasks help students explore new skills and roles or reify old ones. Drawing on an approach to discourse analysis from the linguistic anthropology of education, we trace the pathways of three 12th graders’ learner identities across two events as they worked in a group to compose visual responses to literary texts for their English class. We examine how one student’s robust identity as an artist emerged in tandem with the devaluing of other participants’ artist identities. Seven weeks later, these positionings led her to act as the painting’s primary author and other students to act in increasingly perfunctory ways. We call for teachers and researchers to consider how students’ identities—interacting with factors such as the teacher’s expectations for group work and the affordances of particular media and materials for collaboration—drive students’ participation in and ownership of multimodal compositions

Leveraging adolescents' multimodal literacies to promote dialogic discussions of literature in one secondary English classroom

Although researchers have identified the positive relationship between students' academic literacy learning and dialogic discussion—talk about texts in which students build on and transform each other's ideas—this pattern of discourse occurs rarely in most secondary English classrooms. Promising research on the varied multimodal literacies in which adolescents are engaged in their out-of-school lives suggests that these literacies may inform academic literacy practices such as dialogic discussions of literature, but little is known about how such literacies might be leveraged to make academic literacy instruction more effective. This dissertation study identified ways in which students' out-of-school and multimodal literacies could be leveraged to shape their participation in dialogic discussions of literature in one secondary English classroom. To that end, this study comprised an empirical investigation of students' participation in dialogic discussion after completing either collaborative multimodal or collaborative unimodal projects, and traced focal students' participation across small group and whole class discourse contexts to investigate whether and how student learning was facilitated through multimodality. Drawing on classroom discourse analysis and ethnographic data collection techniques, this comparative study of two sections of one 12th-grade English course explored the centrality of semiotic mediation and transmediation as these processes supported students' participation in dialogic discussions. Findings support the use of collaborative multimodal instructional activities to facilitate students' internalization of dialogic discourse norms and scaffold students' participation in discussions across discourse contexts

“It Doesn’t Feel Like a Conversation”: Digital Field Experiences and Preservice Teachers’ Conceptions of Writing Response

Research shows that preservice English teachers (PSETs) lack opportunities to respond to student writing and that they may view student writing through a deficit lens. To address this need, the authors developed the Writing Mentors (WM) program, a digital field placement that gave PSETs experience providing feedback to high school writers. In this analysis, we examine how PSETs’ views of response were shaped by their digital interactions with high school writers. The challenges of interacting asynchronously created opportunities for PSETs to identify limitations in the mode of communication, propose approaches to providing feedback, and reflect on how teacher feedback can nurture or constrain relationships with students. These findings point to the promise of critical reflection on the disruptive potential of digital feedback for supporting PSTs’ response to student writing

“I Didn’t Want to Make Them Feel Wrong in Any Way”: Preservice Teachers Craft Digital Feedback on Sociopolitical Perspectives in Student Texts

This qualitative multicase analysis investigated the role of “educational niceness” and “neutrality” (e.g., Baptiste, 2008; Bissonnette, 2016) in preservice English teacher feedback on sociopolitical issues in student writing. As part of the field experiences for several ELA methods courses at two universities, one urban and one rural, the teacher-researchers used Google Docs and other technologies (e.g., screencasts and Google Community) to connect preservice teachers (PSTs) with high school writers at a geographical distance so that urban-situated PSTs could mentor rural-situated writers and vice versa. Five methods courses over two semesters served as cases, and 12 PSTs from those courses participated in focus groups. Data included audio recordings of nine focus groups and PSTs’ digital responses to student writing. Using thematic analysis, the authors explored how PSTs responded to sociopolitical perspectives in students’ writing — both engaging them and staying neutral. Although authentic opportunities for responding to student writers supported PSTs’ critical reflection on teaching writing, analysis of PSTs’ responses indicate that such authentic practice may not be sufficient for preparing PSTs to navigate sociopolitical issues and may, in fact, exacerbate PSTs’ impulse to enact educational niceness

“I Didn’t Want to Make Them Feel Wrong in Any Way”: Preservice Teachers Craft Digital Feedback on Sociopolitical Perspectives in Student Texts

This qualitative multicase analysis investigated the role of “educational niceness” and “neutrality” (e.g., Baptiste, 2008; Bissonnette, 2016) in preservice English teacher feedback on sociopolitical issues in student writing. As part of the field experiences for several ELA methods courses at two universities, one urban and one rural, the teacher-researchers used Google Docs and other technologies (e.g., screencasts and Google Community) to connect preservice teachers (PSTs) with high school writers at a geographical distance so that urban-situated PSTs could mentor rural-situated writers and vice versa. Five methods courses over two semesters served as cases, and 12 PSTs from those courses participated in focus groups. Data included audio recordings of nine focus groups and PSTs’ digital responses to student writing. Using thematic analysis, the authors explored how PSTs responded to sociopolitical perspectives in students’ writing — both engaging them and staying neutral. Although authentic opportunities for responding to student writers supported PSTs’ critical reflection on teaching writing, analysis of PSTs’ responses indicate that such authentic practice may not be sufficient for preparing PSTs to navigate sociopolitical issues and may, in fact, exacerbate PSTs’ impulse to enact educational niceness

Moving interpretations : using drama-based arts strategies to deepen learning about The diary of a young girl.

Three drama-based arts strategies enhanced middle grades teachers’ and students’ engagement with Anne Frank’s diary and historical circumstances