Explaining Valence Asymmetries in Value Learning: A Reinforcement Learning Account

To understand how acquired value impacts how we perceive and process stimuli, psychologists have developed the Value Learning Task (VLT; e.g., Raymond & O’Brien, 2009). The task consists of a series of trials in which participants attempt to maximize accumulated winnings as they make choices from a pair of presented images associated with probabilistic win, loss, or no-change outcomes. Despite the task having a symmetric outcome structure for win and loss pairs, people learn win associations better than loss associations (Lin, Cabrera-Haro, & Reuter-Lorenz, 2020). This asymmetry could lead to differences when the stimuli are probed in subsequent tasks, compromising inferences about how acquired value affects downstream processing. We investigate the nature of the asymmetry using a standard error-driven reinforcement learning model with a softmax choice rule. Despite having no special role for valence, the model yields the asymmetry observed in human behavior, whether the model parameters are set to maximize empirical fit, or task payoff. The asymmetry arises from an interaction between a neutral initial value estimate and a choice policy that exploits while exploring, leading to more poorly discriminated value estimates for loss stimuli. We also show how differences in estimated individual learning rates help to explain individual differences in the observed win-loss asymmetries, and how the final value estimates produced by the model provide a simple account of a post-learning explicit value categorization task.

Race, Geography, and School Choice Policy: A Critical Analysis of Detroit Students’ Suburban School Choices

The purpose of this study is to advance our thinking about race and racism in geospatial analyses of school choice policy. To do so, we present a critical race spatial analysis of Detroit students’ suburban school choices. To frame our study, we describe the racial and spatial dynamics of school choice, drawing in particular on the concepts of opportunity hoarding and predatory landscapes. We find that Detroit students’ suburban school choices were circumscribed by racial geography and concentrated in just a handful of schools and districts. We also find notable differences between students in different racial groups. For all Detroit exiters, their schools were significantly more segregated and lower quality than those of their suburban peers. We propose future directions for research on families’ school choices as well as school and district behavior at the intersection of race, geography, and school choice policy.

The Shape of Educational Equity

This chapter provides an overview of the benefits of utilizing geographic information systems (GIS) to explore the intersections of school choice policy, educational equity, space, and race. The author discusses the theory of racial space, a framework for understanding the complex interactions between spatial processes and race. Additionally, the author offers an overview of GIS functionality and discusses research that incorporates GIS as a tool to examine the role of charter schools in shaping educational opportunities and outcomes across neighborhoods, cities, and states. Finally, this chapter will introduce emerging research areas and interdisciplinary research approaches, including advanced geospatial techniques, used to examine the intersections of geography and educational equity.

Charting the Rise of School Choice across Canadian Provinces: A Policy Index

This article introduces and discusses the findings of the Canada School Choice Policy Index (CSCPI). This is the first index of its kind that measures the development of school choice policies across the Canadian provinces from 1980 to 2020 using eight unique indicators of choice. In contrast to other countries in the Organisation for Economic Co-operation and Development (OECD), the CSCPI reveals that although Canada has witnessed an increase in school choice over time, this increase has largely been contained within public education systems rather than in the expansion of private education options. Our findings raise the importance of future research to address growing choice in public education systems across the provinces, in addition to choice in the private sphere.

Impaired dissociation of advantageous and disadvantageous risky choices in adolescents: the role of experience-based learning

Adolescence is characterized by a surge in maladaptive risk-taking behaviors, but whether and how this relates to developmental changes in experience-based learning is largely unknown. In this preregistered study, we addressed this issue using a novel task that allowed us to separate the learning-driven optimization of risky choice behavior over time from overall risk-taking tendencies. Adolescents (12-17 years old) learned to dissociate advantageous from disadvantageous risky choices less well than adults (20-35 years old), and this impairment was stronger in early than mid-late adolescents. Computational modeling revealed that adolescents’ suboptimal performance was largely due to an inefficiency in core learning and choice processes. Specifically, adolescents used a simpler, suboptimal, expectation-updating process and a more stochastic choice policy. In addition, the modeling results suggested that adolescents, but not adults, overvalued the highest rewards. Finally, an exploratory latent-mixture model analysis indicated that a substantial proportion of the participants in each age group did not engage in experience-based learning but used a gambler’s fallacy strategy, stressing the importance of analyzing individual differences. Our results help understand why adolescents tend to make more, and more persistent, maladaptive risky decisions than adults when the values of these decisions have to be learned from experience.

Prepubertal ovariectomy alters dorsomedial striatum indirect pathway neuron excitability and explore/exploit balance in female mice

Decision-making circuits are modulated across life stages (e.g. juvenile, adolescent, or adult)—as well as on the shorter timescale of reproductive cycles in females—to meet changing environmental and physiological demands. Ovarian hormonal modulation of relevant neural circuits is a potential mechanism by which behavioral flexibility is regulated in females. Here we examined the influence of prepubertal ovariectomy (pOVX) versus sham surgery on performance in an odor-based multiple choice reversal task. We observed that pOVX females made different types of errors during reversal learning compared to sham surgery controls. Using reinforcement learning models fit to trial-by-trial behavior, we found that pOVX females exhibited lower inverse temperature parameter (β) compared to sham females. These findings suggest that OVX females solve the reversal task using a more exploratory choice policy, whereas sham females use a more exploitative policy prioritizing estimated high value options. To seek a neural correlate of this behavioral difference, we performed whole-cell patch clamp recordings within the dorsomedial striatum (DMS), a region implicated in regulating action selection and explore/exploit choice policy. We found that the intrinsic excitability of dopamine receptor type 2 (D2R) expressing indirect pathway spiny projection neurons (iSPNs) was significantly higher in pOVX females compared to both unmanipulated and sham surgery females. Finally, to test whether mimicking this increase in iSPN excitability could recapitulate the pattern of reversal task behavior observed in pOVX females, we chemogenetically activated DMS D2R(+) neurons within intact female mice. We found that chemogenetic activation increased exploratory choice during reversal, similar to the pattern we observed in pOVX females. Together, these data suggest that pubertal status may influence explore/exploit balance in females via the modulation of iSPN intrinsic excitability within the DMS.

Nudging to donate organs: do what you like or like what we do?

An effective method to increase the number of potential cadaveric organ donors is to make people donors by default with the option to opt out. This non-coercive public policy tool to influence people’s choices is often justified on the basis of the as-judged-by-themselves principle: people are nudged into choosing what they themselves truly want. We review three often hypothesized reasons for why defaults work and argue that the as-judged-by-themselves principle may hold only in two of these cases. We specify further conditions for when the principle can hold in these cases and show that whether those conditions are met is often unclear. We recommend ways to expand nationwide surveys to identify the actual reasons for why defaults work and discuss mandated choice policy as a viable solution to many arising conundrums.

Presidential power effects on government and ministerial durability: evidence from Central and Eastern Europe

In this article, we examine the variation in the institutional powers granted to president to terminate cabinets (by dismissing prime ministers), and appointing ministers to show how variations affect both cabinet durability (and the mode of cabinet termination) and ministerial durability (i.e., the overall time a minister remains in cabinet). Using the most extensive survival data set on ministers in 14 Central and Eastern European countries available to date alongside data on government survival, our Cox regression models demonstrate that the institutional rules granting extensive powers to the presidents are powerful determinants of ministerial durability. We show that the effect of presidential powers reduces cabinet durability but increases ministerial durability. These results demonstrate that the specific powers given to chief executives are essential for issues surrounding implications for ministerial and cabinet durability, institutional choice, policy stability, and governmental accountability.