The surprise exam paradox is an apparently sound argument to the apparently absurd conclusion that a surprise exam cannot be given within a finite exam period. A closer look at the logic of the paradox shows the argument breaking down immediately. So why do the beginning stages of the argument appear sound in the first place? This paper presents an account of the paradox on which its allure is rooted in a common probabilistic mistake: the base rate fallacy. The account (...) predicts that the paradoxical argument should get less and less convincing as it goes along—a prediction I take to be welcome. On a bleaker note, the account suggests that the base rate fallacy may be more widespread than previously thought. (shrink)

The current special issue focuses on logical and probabilistic approaches to reasoning in uncertain environments, both from a formal, conceptual and argumentative perspective as well as an empirical point of view. In the present introduction we give an overview of the types of problems addressed by the individual contributions of the special issue, based on fundamental distinctions employed in this area. We furthermore describe some of the general features of the special issue.

Children approach counterfactual questions about stories with a reasoning strategy that falls short of adults’ Counterfactual Reasoning (CFR). It was dubbed “Basic Conditional Reasoning” (BCR) in Rafetseder et al. (Child Dev 81(1):376–389, 2010). In this paper we provide a characterisation of the differences between BCR and CFR using a distinction between permanent and nonpermanent features of stories and Lewis/Stalnaker counterfactual logic. The critical difference pertains to how consistency between a story and a conditional antecedent incompatible with a nonpermanent feature of (...) the story is achieved. Basic conditional reasoners simply drop all nonpermanent features of the story. Counterfactual reasoners preserve as much of the story as possible while accommodating the antecedent. (shrink)

A middle fact is a true proposition about what would have happened had A been true (where A is in fact false), whose truth isn't entailed by any non-counterfactual facts. I argue that there are no middle facts; if there were, we wouldn't know them, and our ignorance of them would result in ignorance about whether regret is fitting in cases where we clearly know it is. But there's a problem. Consider an unflipped fair coin which is such that no (...) non-counterfactual fact determines that it would have landed heads had it been flipped (or tails had it been flipped). If there are no middle facts, it's not true that it would have landed heads had it been flipped nor that it would have landed tails had it been flipped. Yet each counterfactual is still possibly true for all we know. I argue that we can resolve this tension in the anti-middle fact position, further strengthening the case against middle facts. (shrink)

What do human beings use conditional reasoning for? A psychological consequence of counterfactual conditional reasoning is emotional experience, in particular, regret and relief. Adults’ thoughts about what might have been influence their evaluations of reality. We discuss recent psychological experiments that chart the relationship between children’s ability to engage in conditional reasoning and their experience of counterfactual emotions. Relative to conditional reasoning, counterfactual emotions are late developing. This suggests that children need not only competence in conditional reasoning, but also to (...) engage in this thinking spontaneously. Developments in domain general cognitive processing (the executive functions) allow children to develop from conditional reasoning to reasoning with counterfactual content and, eventually, to experiencing counterfactual emotions. (shrink)