A pedagogic appraisal of the Priority Heuristic

We have explored how science and mathematics teachers made decisions when confronted with a dilemma in which a fictitious young woman, Deborah, may choose to have an operation that might address a painful spinal condition. We sought to explore the extent to which psychological heuristic models, in particular the Priority Heuristic, might successfully describe the decision-making process of these teachers and how an analysis of the role of personal and emotional factors in shaping the decision-making process might inform pedagogical design. A novel aspect of this study is that the setting in which the decision-making process is examined contrasts sharply with those used in psychological experiments. We found that to some extent, even in this contrasting setting, the Priority Heuristic could describe these teachers' decision-making. Further analysis of the transcripts yielded some insights into limitations on scope as well the richness and complexity in how personal factors were brought to bear. We see these limitations as design opportunities for educational intervention

Pedestrians moving in dark: Balancing measures and playing games on lattices

We present two conceptually new modeling approaches aimed at describing the motion of pedestrians in obscured corridors: * a Becker-D\"{o}ring-type dynamics * a probabilistic cellular automaton model. In both models the group formation is affected by a threshold. The pedestrians are supposed to have very limited knowledge about their current position and their neighborhood; they can form groups up to a certain size and they can leave them. Their main goal is to find the exit of the corridor. Although being of mathematically different character, the discussion of both models shows that it seems to be a disadvantage for the individual to adhere to larger groups. We illustrate this effect numerically by solving both model systems. Finally we list some of our main open questions and conjectures

"If only I had taken the other road...": Regret, risk and reinforced learning in informed route-choice

This paper presents a study of the effect of regret on route choice behavior when both descriptional information and experiential feedback on choice outcomes are provided. The relevance of Regret Theory in travel behavior has been well demonstrated in non-repeated choice environments involving decisions on the basis of descriptional information. The relation between regret and reinforced learning through experiential feedbacks is less understood. Using data obtained from a simple route-choice experiment involving different levels of travel time variability, discrete-choice models accounting for regret aversion effects are estimated. The results suggest that regret aversion is more evident when descriptional information is provided ex-ante compared to a pure learning from experience condition. Yet, the source of regret is related more strongly to experiential feedbacks rather than to the descriptional information itself. Payoff variability is negatively associated with regret. Regret aversion is more observable in choice situations that reveal risk-seeking, and less in the case of risk-aversion. These results are important for predicting the possible behavioral impacts of emerging information and communication technologies and intelligent transportation systems on travelers' behavior. © 2012 Springer Science+Business Media, LLC