SELECTIVE ATTENTION AND LEARNING

What do we notice and how does this affect what we learn and come to believe? I present a model of an agent who learns to make forecasts on the basis of readily available information, but is selective as to which information he attends to: he chooses whether to attend as a function of current beliefs about whether such information is predictive. If the agent does not attend to some piece of information, it cannot be recalled at a later date. He uses Bayes' rule to update his beliefs given attended‐to information, but does not attempt to fill in missing information. The model demonstrates how selective attention may lead the agent to persistently fail to recognize important empirical regularities, make systematically biased forecasts, and hold incorrect beliefs about the statistical relationship between variables. In addition, it identifies factors that make such errors more likely or persistent. The model is applied to shed light on stereotyping and discrimination, persistent learning failures and disagreement, and the process of discovery.     

Intimate partner violence and the spatial pattern of maternal healthcare services utilization among parous married women in northern Nigeria

Journal of Population Research - The low uptake of maternal healthcare services (MHS) in Nigeria is implicated in the country’s poor maternal health outcomes. In northern Nigeria where these...     

Coal demand,market forces,and U.S. coal mine closures

Economic transitions have the potential to displace workers and cause social unrest. Coal mine closures and the resulting employment losses in rural areas have become salient issues. Using data on coal mine and power plant operation, we model closure as a function of expected profits, which allows us to compare the effects on mine closure of specific demand and supply shocks to expected mine profits. Increasing costs of production have had a large impact on closures, but lower natural gas prices and lower electricity demand have played more recently important roles.     

Infant locomotion shapes proximity to adults during everyday play in the U.S.

Learning to walk expands infants’ access to the physical environment and prompts changes in their communicative behaviors. However, little is known about whether walking also shapes infants’ proximity to their adult social partners during everyday activities at home. Here we followed 89 infants (42 boys, 47 girls; 92% White, not Hispanic or Latino) longitudinally and documented connections between infant locomotion and infant-adult proximity on two timescales: (1) across developmental time, by comparing data from a session when infants could only crawl to a later session when they could walk (M walk onset = 12.15 months, range = 8-15); and (2) in real time, by testing whether the amount of time that infants spent in motion (regardless of their locomotor status) related to their interpersonal distance to adults. The developmental transition to walking corresponded to a significant, but modest, decrease in infant-adult proximity. Infants’ moment-to-moment locomotion, however, was strongly related to patterns of interpersonal distance: infants who spent more time in motion spent less time near adults and instigated more proximity transitions, resulting in shorter and more dispersed bouts of proximity throughout sessions. Findings shed new light on how infants’ motor achievements can reverberate across other domains of development, and how changes in infant development that researchers often observe over months arise from infants’ moment-to-moment experiences.     

MOTIVATION AND MANAGEMENT CONTROL SYSTEMS

The importance of motivation in the managerial control process has been well noted in the accounting literature. However, despite its emphasis on motivation, the accounting literature says little about the specific relationships between motivation and accounting control systems. This paper will present an explicit, systematic statement of these relationships by means of a detailed comparison and synthesis of two previously unrelated models. One is a conventional accounting model of control, and the other is a comprehensive behavioral model of motivation. Our aim is to integrate behavioral concepts with accounting applications in order to work towards solutions of important problems involving motivation and management control systems.