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  1.  39
    Children's Strategy Use When Playing Strategic Games.Maartje E. J. Raijmakers, Dorothy J. Mandell, Sara E. Es & Marian Counihan - 2012 - Synthese (3):1-16.
    Strategic games require reasoning about other people’s and one’s own beliefs or intentions. Although they have clear commonalities with psychological tests of theory of mind, they are not clearly related to theory of mind tests for children between 9 and 10 years of age “Flobbe et al. J Logic Language Inform 17(4):417–442 (2008)”. We studied children’s (5–12 years of age) individual differences in how they played a strategic game by analyzing the strategies that they applied in a zero, first, and (...)
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  2.  5
    Children’s Strategy Use When Playing Strategic Games.Marian Counihan, Sara E. van Es, Dorothy J. Mandell & Maartje E. J. Raijmakers - 2014 - Synthese 191 (3):355-370.
    Strategic games require reasoning about other people’s and one’s own beliefs or intentions. Although they have clear commonalities with psychological tests of theory of mind, they are not clearly related to theory of mind tests for children between 9 and 10 years of age “Flobbe et al. J Logic Language Inform 17:417–442 ”. We studied children’s individual differences in how they played a strategic game by analyzing the strategies that they applied in a zero, first, and second-order reasoning task. For (...)
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  3.  44
    Formal Models for Real People.Michiel van Lambalgen & Marian Counihan - 2008 - Journal of Logic, Language and Information 17 (4):385-389.
  4.  9
    Formal Models for Real People.Michiel Lambalgen & Marian Counihan - 2008 - Journal of Logic, Language and Information 17 (4):385-389.
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  5.  58
    ‘If P Then Q’... And All That: Logical Elements in Reasoning and Discourse. [REVIEW]Marian Counihan - 2008 - Journal of Logic, Language and Information 17 (4):391-415.
    In this paper we explore differences in use of the so-called ‘logical’ elements of language such as quantifiers and conditionals, and use this to explain differences in performance in reasoning tasks across subject groups with different educational backgrounds. It is argued that quantified sentences are difficult natural bases for reasoning, and hence more prone to elicit variation in reasoning behaviour, because they are chiefly used with a pre-determined domain in everyday speech. By contrast, it is argued that conditional sentences form (...)
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