1) Reflect on the use and possible misuse of the model
From my understanding of Rational Choice theory, I think the model is useful precisely in identifying and shedding lights on biases that humans are susceptible to. At the same time, the most immediate example that comes to my mind for a misuse of this model, would be to assume or to try to explain humans' behavior merely according to rational choice theory.
When trying to compare Bayesian models to Rational Choice Theory, the first thing that comes to my mind, is that Bayesian frameworks are likely involved when an agent tries to act in a way that would be predictable by Rational Choice theory. However, and at the same time, one way that these two models differ, is that Bayesian reasoning would also underlie the kind of reasoning that would lead to choices that would not be predicted by Rational Choice Theory.
3) Could the rational agent model be useful for your research? How?
I am mostly thinking about cognitive development in general to reflect on this question. I think that the extent to which the concept of rational agent can be applied to that of an infant learning about the world around them, is that, in the context of learning, we also have to maximise benefit and reduce costs (first of all, within development, the most efficient strategy is not to learn everything that there is to learn, because that would be too costly and not pay off, i.e. it would not be representative of what one will need later; in other words, the best way to maximise learning while reducing the cost is to just 'learn' about what the specific environmnt requires you to learn. A good example of this is that if an infant grows up with humans they will become adept at distinguishing human faces; but if they were raised by monkeys and had no humans around, they will become adept at distinguish monkey - but not human - faces.
There are other resemblances too between the rational agent model and cognitive development. Specifically, trying to maximise benefit in one's own learning might mean very different things depending on the circumstances (e.g. investing a lot of effort in understanding and learning about how objects interact with each other in the physical environemnt, gravity, causality, etc. at the expense of, for example, learning about the functions of those objects. In an identical context, an older infant, who has had significantly more experience with objects, might turn their focus on the functions of those specific objects, or towards extrapolating other inductive rules).