Both adults and children have the ability to not only think about reality but also use their imaginations and create fictional worlds. This article describes the process by which world creation happens, drawing from philosophical and psychological treatments of this issue. First, world creators recognize the need to create a fictional world, as when starting a pretend game or opening a novel. Then, creators merge some real-world knowledge with the premises of the fictional world to construct a fuller representation, though (...) there is some controversy about how much of the real world is represented in any given fictional world. After the world is created, events can be set in motion within it. While it is generally accepted that this basic process is used for a wide variety of fictional worlds, including fictional stories, pretend games, and counterfactual scenarios, this process of world creation can vary over the course of development and depending on the use to which it is put. (shrink)

Imagine the following situation: 11 members of a committee must vote for either candidate A or B. The members vote and candidate B loses 6-5. Now imagine a different situation where candidate B als...

This paper aims to bridge philosophical and psychological research on causation, counterfactual thought, and the problem of backtracking. Counterfactual approaches to causation such as that by Lewis have ruled out backtracking, while on prominent models of causal inference interventionist counterfactuals do not backtrack. However, on various formal models, certain backtracking counterfactuals end up being true, and psychological evidence shows that people do sometimes backtrack when answering counterfactual questions in causal contexts. On the basis of psychological research, I argue that while (...) ordinarily both kinds of counterfactuals may be employed, non-backtracking counterfactuals are more easily used in causal inference because they are consistent with temporal order information embedded in the mental simulation heuristic, and they match reasoners’ experience of causation. While this approach is incompatible with the ambitions of counterfactual theories that seek to establish the non-backtracking interpretation as the only legitimate one, it can provide support for perspectival views on causation and open further inquiry on the functions of causal and counterfactual thought in the context of causal models. (shrink)

We discuss whether the two systems approach can advance understanding of children's developing counterfactual thinking. We argue that types of counterfactual thinking that are acquired early in development could be handled by the temporal updating system, whereas those that emerge in middle childhood require thinking about specific events in time.