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  1. Strategic Reasoning: Building Cognitive Models from Logical Formulas.Sujata Ghosh, Ben Meijering & Rineke Verbrugge - 2014 - Journal of Logic, Language and Information 23 (1):1-29.
    This paper presents an attempt to bridge the gap between logical and cognitive treatments of strategic reasoning in games. There have been extensive formal debates about the merits of the principle of backward induction among game theorists and logicians. Experimental economists and psychologists have shown that human subjects, perhaps due to their bounded resources, do not always follow the backward induction strategy, leading to unexpected outcomes. Recently, based on an eye-tracking study, it has turned out that even human subjects who (...)
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  • Empirical Methods of Linguistics in Philosophy.Roland Bluhm - 2014 - The Reasoner 8 (4):41.
    Report on the workshop "Empirical Methods of Linguistics in Philosophy", which took place at TU Dortmund University, Germany, on March 13–14, 2014.
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  • Hybrid-Logical Reasoning in the Smarties and Sally-Anne Tasks.Torben Braüner - 2014 - Journal of Logic, Language and Information 23 (4):415-439.
    The main aim of the present paper is to use a proof system for hybrid modal logic to formalize what are called false-belief tasks in cognitive psychology, thereby investigating the interplay between cognition and logical reasoning about belief. We consider two different versions of the Smarties task, involving respectively a shift of perspective to another person and to another time. Our formalizations disclose that despite this difference, the two versions of the Smarties task have exactly the same underlying logical structure. (...)
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  • Cognitive Analysis of Educational Games: The Number Game.Han L. J. van der Maas & Enkhbold Nyamsuren - 2017 - Topics in Cognitive Science 9 (2):395-412.
    The subtitle of this paper could have been, “Big Data meets Education to advance Cognitive Science.” In it, the authors analyze 20 million answers to 1700 simple arithmetic problems in an educational number game to determine “what makes some problems harder than others.” The results contribute to the cognitive science of arithmetic skill acquisition and have the potential to change how math is taught.
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