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  1. Reductionism About Understanding Why.Insa Lawler - 2016 - Proceedings of the Aristotelian Society 116 (2):229-236.
    Paulina Sliwa (2015) argues that knowing why p is necessary and sufficient for understanding why p. She tries to rebut recent attacks against the necessity and sufficiency claims, and explains the gradability of understanding why in terms of knowledge. I argue that her attempts do not succeed, but I indicate more promising ways to defend reductionism about understanding why throughout the discussion.
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  • The Surprise Exam Paradox, Rationality, and Pragmatics: A Simple Game‐Theoretic Analysis.José Luis Ferreira & Jesús Zamora Bonilla - 2008 - Journal of Economic Methodology 15 (3):285-299.
    The surprise exam paradox has attracted the attention of prominent logicians, mathematicians and philosophers for decades. Although the paradox itself has been resolved at least since Quine, some aspects of it are still being discussed. In this paper we propose, following Sober, to translate the paradox into the language of game theory to clarify these aspects. Our main conclusions are that a much simpler game?theoretic analysis of the paradox is possible, which solves most of the puzzles related to it, and (...)
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  • Strategic Communication with Reporting Costs.Winand Emons & Claude Fluet - forthcoming - Theory and Decision.
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  • Persuasion with Limited Sight.Alex Lascarides & Markus Guhe - 2019 - Review of Philosophy and Psychology 10 (1):1-33.
    Humans face many game problems that are too large for the whole game tree to be used in their deliberations about action, and very little is understood about how they cope in such scenarios. However, when a human player’s chosen strategy is conditioned on her limited perspective of how the game might progress, then it should be possible to manipulate her into changing her planned move by mentioning a possible outcome of an alternative move. This paper demonstrates that human players (...)
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  • Can Cognitive Science Create a Cognitive Economics?Nick Chater - 2015 - Cognition 135:52-55.
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