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Sarah R. Beck [17]Sarah Ruth Beck [1]
  1.  37
    Making tools isn’t child’s play.Sarah R. Beck, Ian A. Apperly, Jackie Chappell, Carlie Guthrie & Nicola Cutting - 2011 - Cognition 119 (2):301-306.
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  2. Introduction: Understanding counterfactuals and causation.Christoph Hoerl, Teresa McCormack & Sarah R. Beck - 2011 - In Christoph Hoerl, Teresa McCormack & Sarah R. Beck (eds.), Understanding Counterfactuals, Understanding Causation: Issues in Philosophy and Psychology. Oxford:: Oxford University Press. pp. 1-15.
    How are causal judgements such as 'The ice on the road caused the traffic accident' connected with counterfactual judgements such as 'If there had not been any ice on the road, the traffic accident would not have happened'? This volume throws new light on this question by uniting, for the first time, psychological and philosophical approaches to causation and counterfactuals. Traditionally, philosophers have primarily been interested in connections between causal and counterfactual claims on the level of meaning or truth-conditions. More (...)
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  3.  31
    The development of children's regret and relief.Daniel P. Weisberg & Sarah R. Beck - 2012 - Cognition and Emotion 26 (5):820-835.
    We often think about the alternatives to a decision that has been made. Thinking in this way is known as counterfactual thinking, that is, thinking about what could have been had an alternative dec...
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  4.  71
    Understanding Counterfactuals, Understanding Causation: Issues in Philosophy and Psychology.Christoph Hoerl, Teresa McCormack & Sarah R. Beck (eds.) - 2011 - Oxford:: Oxford University Press.
    How are causal judgements such as 'The ice on the road caused the traffic accident' connected with counterfactual judgements such as 'If there had not been any ice on the road, the traffic accident would not have happened'? This volume throws new light on this question by uniting, for the first time, psychological and philosophical approaches to causation and counterfactuals. Traditionally, philosophers have primarily been interested in connections between causal and counterfactual claims on the level of meaning or truth-conditions. More (...)
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  5.  45
    Why What Is Counterfactual Really Matters: A Response to Weisberg and Gopnik ().Sarah R. Beck - 2016 - Cognitive Science 40 (1):253-256.
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  6.  21
    Are counterfactuals in and about time?Sarah Ruth Beck & Eva Rafetseder - 2019 - Behavioral and Brain Sciences 42.
    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.
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  7.  17
    Counterfactuals Matter: A Reply to Weisberg & Gopnik.Sarah R. Beck - 2016 - Cognitive Science 40 (1):260-261.
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  8.  58
    Relating developments in children's counterfactual thinking and executive functions.Sarah L. Gorniak, Kevin J. Riggs & Sarah R. Beck - 2009 - Thinking and Reasoning 15 (4):337-354.
    The performance of 93 children aged 3 and 4 years on a battery of different counterfactual tasks was assessed. Three measures: short causal chains, location change counterfactual conditionals, and false syllogisms—but not a fourth, long causal chains—were correlated, even after controlling for age and receptive vocabulary. Children's performance on our counterfactual thinking measure was predicted by receptive vocabulary ability and inhibitory control. The role that domain general executive functions may play in 3- to 4-year olds' counterfactual thinking development is discussed.
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  9.  32
    Is tool-making knowledge robust over time and across problems?Sarah R. Beck, Nicola Cutting, Ian A. Apperly, Zoe Demery, Leila Iliffe, Sonia Rishi & Jackie Chappell - 2014 - Frontiers in Psychology 5:108248.
    In three studies, we explored the retention and transfer of tool-making knowledge, learnt from an adult demonstration, to other temporal and task contexts. All studies used a variation of a task in which children had to make a hook tool to retrieve a bucket from a tall transparent tube. Children who failed to innovate the hook tool independently saw a demonstration. In Study 1, we tested children aged 4 to 6 years (N = 53) who had seen the original demonstration (...)
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  10.  73
    The Bidirectional Relation Between Counterfactual Thinking and Closeness, Controllability, and Exceptionality.Yibo Xie & Sarah R. Beck - 2022 - Frontiers in Psychology 13.
    In four experiments, we explored the inferences people make when they learn that counterfactual thinking has occurred. Experiment 1 showed that knowing that a protagonist had engaged in counterfactual thinking resulted in participants inferring that the past event was closer in time to the protagonist, but there was no difference in inferring how close the past event was between knowing that a protagonist made many or a single counterfactual statement. Experiment 2 confirmed that participants were not affected by the number (...)
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  11.  29
    From Brexit to Biden: What responses to national outcomes tell us about the nature of relief.Sara Lorimer, Teresa McCormack, Agnieszka J. Jaroslwaska, Christoph Hoerl, Sarah R. Beck, Matthew Johnston & Aidan Feeney - 2022 - Social Psychological and Personality Science 13 (7):1095-1184.
    Recent claims contrast relief experienced because a period of unpleasant uncertainty has ended and an outcome has materialized (temporal relief)—regardless of whether it is one’s preferred outcome—with relief experienced because a particular outcome has occurred, when the alternative was unpalatable (counterfactual relief). Two studies (N = 993), one run the day after the United Kingdom left the European Union and one the day after Joe Biden’s inauguration, confirmed these claims. “Leavers” and Biden voters experienced high levels of relief, and less (...)
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  12.  41
    Tool innovation may be a critical limiting step for the establishment of a rich tool-using culture: A perspective from child development.Sarah R. Beck, Jackie Chappell, Ian A. Apperly & Nicola Cutting - 2012 - Behavioral and Brain Sciences 35 (4):220-221.
    Recent data show that human children (up to 8 years old) perform poorly when required to innovate tools. Our tool-rich culture may be more reliant on social learning and more limited by domain-general constraints such as ill-structured problem solving than otherwise thought.
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  13.  16
    The development of the imagination and imaginary worlds.Sarah R. Beck & Paul L. Harris - 2022 - Behavioral and Brain Sciences 45:e278.
    Evidence from developmental psychology on children's imagination is currently too limited to support Dubourg and Baumard's proposal and, in several respects, it is inconsistent with their proposal. Although children have impressive imaginative powers, we highlight the complexity of the developmental trajectory as well as the close connections between children's imagination and reality.
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  14.  25
    Counterfactual Thinking.Sarah R. Beck, KevinJ Riggs & Patrick Burns - 2011 - In Christoph Hoerl, Teresa McCormack & Sarah R. Beck (eds.), Understanding Counterfactuals, Understanding Causation: Issues in Philosophy and Psychology. Oxford:: Oxford University Press. pp. 110.
  15.  15
    Understanding teaching needs development.Sarah R. Beck - 2015 - Behavioral and Brain Sciences 38.
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  16.  38
    Knowing when to hold ‘em: regret and the relation between missed opportunities and risk taking in children, adolescents and adults.Aidan Feeney, Eoin Travers, Eimear O’Connor, Sarah R. Beck & Teresa McCormack - 2017 - Cognition and Emotion 32 (3):608-615.
    ABSTRACTRegret over missed opportunities leads adults to take more risks. Given recent evidence that the ability to experience regret impacts decisions made by 6-year-olds, and pronounced interest in the antecedents to risk taking in adolescence, we investigated the age at which a relationship between missed opportunities and risky decision-making emerges, and whether that relationship changes at different points in development. Six- and 8-year-olds, adolescents and adults completed a sequential risky decision-making task on which information about missed opportunities was available. Children (...)
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  17.  56
    Thinking developmentally about counterfactual possibilities.Kevin J. Riggs & Sarah R. Beck - 2007 - Behavioral and Brain Sciences 30 (5-6):463-463.
    Byrne implies that working memory development underpins children's ability to represent counterfactuals as possibilities at 3 to 4 years of age. Recent findings suggest that (1) developments in the ability to consider alternatives to reality in children of this age are underpinned by improvements in inhibitory control, not working memory, and (2) children do not develop an understanding of counterfactuals as possibilities until mid-childhood.
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  18.  45
    Conditional Reasoning and Emotional Experience: A Review of the Development of Counterfactual Thinking. [REVIEW]Sarah R. Beck, Daniel P. Weisberg, Patrick Burns & Kevin J. Riggs - 2014 - Studia Logica 102 (4):673-689.
    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 (...)
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