 The fact that Ana did not actually guess that q makes for a difficulty on either interpretation of the higher-order evidence and EC. Suppose the 60%-probability evidence they were given was indeed only about guesses that q, and that “educated guess that q” in EC refers only to guesses that q. If the word “one’s” in the phrase “one’s educated guess that q” refers narrowly to the individual EC is being applied to, then EC does not imply anything for Ana, since she did not guess that q. If “one’s” refers broadly to anyone who guesses that q in the conditions Anton and Ana were in, then it does follow that what is rational for Ana is to believe q with 60% confidence. However, whether they are given general evidence about guesses that q or not-q, or separate statistics on the success of q-guesses and of not-q guesses, that higher-order evidence would have given Ana no means to correct herself. Because she got it wrong in the first step by incorrectly concluding the first-order evidence supported not-q she will also lack the means to correct herself, that is, to know whether she should be 60% confident in q or in not-q. What EC says it is rational for her to do in the situation is not something she has the ability to do. It might be possible to avoid these difficulties in a reformulation, but they are consequences of the move in EC to add deference to the actual first-order evidential support relation.