Now showing items 1-14 of 14

    • Counterfactual and Prefactual Conditionals 

      Egan, Suzanne M.; Byrne, Ruth M.J. (Canadian Journal of Experimental Psychology, 2004)
      We consider reasoning about prefactual possibilities in the future, for example, “if I were to win the lottery next year I would buy a yacht” and counterfactual possibilities, for example, “if I had won the lottery last ...
    • Counterfactual promises and threats 

      Egan, Suzanne M.; Byrne, Ruth M.J. (Cognitive Science Society, 2004)
      We examine counterfactual conditionals about promises, such as ‘if you had tidied your room then I would have given you ice-cream’ and threats such as ‘if you had hit your sister then I would have grounded you’. Reasoners ...
    • Counterfactual ‘only if ’ conditionals 

      Egan, Suzanne M.; Byrne, Ruth M.J.; García-Madruga, Juan A. (Cognitive Science Society, 2003)
      People understand a conditional, 'if A then B', such as 'if Peg went swimming then she felt well' by keeping in mind only true possibilities, e.g., A and B, not-A and not-B, not-A and B (Johnson-Laird & Byrne, 2002). ...
    • Does time spent watching television in early childhood affect socio-emotional development? 

      Egan, Suzanne M.; Murray, Aisling (ESRI [Economic and Social Research Institute], 2014)
    • Growing up outdoors (Pre-published version) 

      Egan, Suzanne M.; Pope, Jennifer (Early Childhood Ireland, 2019)
      Did you know that nearly one in six Irish parents don’t think it’s safe for their five year old child to play outside at home during the day? Irish and international research indicates that neighbourhood safety has an ...
    • A hop, skip and a jump to school! (Pre-published version) 

      Egan, Suzanne M.; Pope, Jennifer (Early Childhood Ireland, 2018)
      As we come towards the end of the preschool year, parents may now be focused on the summer holidays and making the transition to primary school. Parents may be asking you what they should be doing over the summer to prepare ...
    • How we undo the past: counterfactual thinking about enablers 

      Egan, Suzanne M.; Frosch, Caren A.; Hancock, Emily N. (PSI [Psychological Society of Ireland], 2010)
    • Indicative and Counterfactual 'only if' conditionals'. 

      Egan, Suzanne M.; García-Madruga, Juan A.; Byrne, Ruth M.J. (Elsevier, 2009-11)
      We report three experiments to test the possibilities reasoners think about when they understand a con-ditional of the form ‘A only if B’ compared to ‘if A then B’. The experiments examine conditionals in the indicative ...
    • It’s good to talk! 

      Egan, Suzanne M. (Early Childhood Ireland, 2017)
      Talking is an essential human skill in order to communicate our wants, needs, hopes, dreams and to make social connections with others. While infants can make their needs known it takes some time for children to achieve ...
    • On your bike: outdoor play in Irish 5 year olds 

      Egan, Suzanne M.; Pope, Jennifer (Children's Research Network, 2018)
      Under the United Nations Convention on the Rights of the Child (UNCRC), children have the right to play (UNCRC, 1989 Article 31) and the importance of outdoor play has been well-documented (Bento and Dias, 2017). From a ...
    • Screen-time versus screen type: The impact of screen engagement on cognitive development in Irish 5 year olds 

      Egan, Suzanne M.; Beatty, Chloé (ESRI [Economic & Social Research Institute], 2018)
    • Streets ahead: findings on outdoor play from the growing up in Ireland study 

      Egan, Suzanne M.; Pope, Jennifer (Mary Immaculate College, University of Limerick, 2018)
    • Thinking counterfactually – how controllability affects the ‘undoing’ of causes and enablers. 

      Egan, Suzanne M.; Frosch, Caren A.; Hancock, Emily N. (Cognitive Science Society, 2008)
      Abstract Previous research on counterfactual thoughts about prevention suggests that people tend to focus on enabling rather than causing agents. However, research has also demonstrated that people have a preference ...
    • What else could have caused it? Counterfactuals, enablers and alternatives 

      Egan, Suzanne M.; Frosch, Caren A.; Hancock, Emily N. (Science Foundation Ireland, 2010)
      The aim of this study was to explore why people focus on enablers rather than causes in their counterfactual thinking (i.e., how people undo the past). We report the results of an experiment that compared causes and enablers ...