Birmingham, England, United Kingdom of Great Britain and Northern Ireland
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  •  401
    Introduction: Understanding counterfactuals and causation
    In Christoph Hoerl, Teresa McCormack & Sarah R. Beck (eds.), Understanding Counterfactuals, Understanding Causation, Oxford University Press. pp. 1-15. 2011.
    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…Read more
  •  67
    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…Read more
  •  13
    Is tool-making knowledge robust over time and across problems?
    with Nicola Cutting, Ian A. Apperly, Zoe Demery, Leila Iliffe, Sonia Rishi, and Jackie Chappell
    Frontiers in Psychology 5. 2014.
  •  8
    Are counterfactuals in and about time?
    Behavioral and Brain Sciences 42. 2019.
    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.
  •  6
    Counterfactuals Matter: A Reply to Weisberg & Gopnik
    Cognitive Science 40 (1): 260-261. 2016.
  •  3
    Understanding teaching needs development
    Behavioral and Brain Sciences 38. 2015.
  •  1
    Methodological considerations for documenting the energy demand of dance activity: a review
    with Emma Redding and Matthew A. Wyon
    Frontiers in Psychology 6. 2015.