Recent work suggests that certain neural network architectures — particularly recurrent neural networks (RNNs) and implicit neural networks (INNs) — are capable of logical extrapolation. When trained on easy instances of a task, these networks (henceforth: logical extrapolators) can generalize to more difficult instances. Previous research has hypothesized that logical extrapolators do so by learning a scalable, iterative algorithm for the given task which converges to the solution. We examine this idea more closely in the context of a single task: maze solving. By varying test data along multiple axes — not just maze size — we show that models introduced in prior work fail in a variety of ways, some expected and others less so. It remains uncertain whether any of these models has truly learned an algorithm. However, we provide evidence that a certain RNN has approximately learned a form of `deadend-filling'. We show that training these models on more diverse data addresses some failure modes but, paradoxically, does not improve logical extrapolation. We also analyze convergence behavior, and show that models explicitly trained to converge to a fixed point are likely to do so when extrapolating, while models that are not may exhibit more exotic limiting behavior such as limit cycles, even when they correctly solve the problem. Our results (i) show that logical extrapolation is not immune to the problem of goal misgeneralization, and (ii) suggest that analyzing the dynamics of extrapolation may yield insights into designing better logical extrapolators.

Because of the rapid development and increasing public availability of Generative Artificial Intelligence (GenAI) models and tools, educational institutions and educators must immediately reckon with the impact of students using GenAI. There is limited prior research on computing students' use and perceptions of GenAI. In anticipation of future advances and evolutions of GenAI, we capture a snapshot of student attitudes towards and uses of yet emerging GenAI, in a period of time before university policies had reacted to these technologies. We surveyed all computer science majors in a small engineering-focused R1 university in order to: (1) capture a baseline assessment of how GenAI has been immediately adopted by aspiring computer scientists; (2) describe computing students' GenAI-related needs and concerns for their education and careers; and (3) discuss GenAI influences on CS pedagogy, curriculum, culture, and policy. We present an exploratory qualitative analysis of this data and discuss the impact of our findings on the emerging conversation around GenAI and education.