Bibliographical noteFunding Information:
[*] This research was supported in part by grants from the National Institute of Mental Health (MH15755-14) and the National Institutes of Child Health and Human Development (T32 HD-07151 and HD-27376). Portions of this study were presented at the Jean Piaget Society Meeting in Chicago, June, 1994. The authors would like to express their gratitude to the late Martin Braine, to Bill Charlesworth, Karen Freeman, Michael Maratsos, Eric Reittinger, Dan Sperber, two anonymous reviewers, and Katharine Perera for their comments on various parts of this work, to Valerie Abel for help in piloting an early version of Experiment 2, to Ying-rui Yang for explicating certain issues concerning modal logic, and to the principals, teachers and students of the Friends School of Minneapolis, The Torah Academy and the Minneapolis Jewish Day School. Address for correspondence: Ira Noveck, CREA-Ecole Polytechnique, 1, rue DESCARTES, 75005 Paris, France.
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