Counterfactual thinking – the ability to consider alternatives to past events and make inferences about what might have happened – plays an important role in human learning and decision-making. In this line of work, we study the emergence of counterfactual reasoning in early childhood and how it contributes to learning.   

In this research we investigate: 1) the development of counterfactual reasoning and its applications to learning; 2) the relation between children’s causal reasoning and their ability to reason counterfactually; 3) the types of spontaneous counterfactuals that children generate; 4) the role of counterfactual thinking in promoting children’s scientific reasoning skills.

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