The surprise examination in dynamic epistemic logic

Synthese 155 (1):21 - 33 (2007)
Abstract
We examine the paradox of the surprise examination using dynamic epistemic logic. This logic contains means of expressing epistemic facts as well as the effects of learning new facts, and is therefore a natural framework for representing the puzzle. We discuss a number of different interpretations of the puzzle in this context, and show how the failure of principle of success, that states that sentences, when learned, remain to be true and come to be believed, plays a central role in understanding the puzzle.
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    References found in this work BETA
    Jelle Gerbrandy & Willem Groeneveld (1997). Reasoning About Information Change. Journal of Logic, Language and Information 6 (2):147-169.
    D. Kaplan & R. Montague (1960). A Paradox Regained. Notre Dame Journal of Formal Logic 1 (3):79-90.

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    Citations of this work BETA
    Ken Levy (2009). The Solution to the Surprise Exam Paradox. Southern Journal of Philosophy 47 (2):131-158.
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