Canonical cases of learning involve novel observations external to the mind, but learning
can also occur through mental processes such as explaining to oneself, mental simulation …

The ability of the mind to conceptualize what is not present is essential. It allows us to reason
counterfactually about what might have happened had events unfolded differently or had …

Recently, various philosophers have argued that we can obtain knowledge via the
imagination. In particular, it has been suggested that we can come to know concrete …

Chain-of-thought (CoT) prompting has become a widely used strategy for working with large
language and multimodal models. While CoT has been shown to improve performance …

We have chosen to organize the volume by epistemic context. The fifteen chapters have
been divided into four sections, each of which focuses on a particular context in which …

One of the most exciting debates in philosophy of imagination in recent years has been over
the epistemic use of imagination where imagination epistemically contributes to justifying …

Research on concepts has concentrated on the way people apply concepts online, when
presented with a stimulus. Just as important, however, is the use of concepts offline, when …

This paper offers a modeling account of episodic representation. I argue that the episodic
system constructs mental models: representations that preserve the spatiotemporal structure …

A source of epistemic justification can be either preservative or generative, in that it can
either just preserve justification that was provided by some other source or generate …

Sometimes, we face choices between actions most likely to lead to valuable outcomes, and
actions which put us in a better position to learn. These choices exemplify what is called the …