Causal Learning: Psychology, Philosophy, and ComputationAlison Gopnik, Laura Schulz Understanding causal structure is a central task of human cognition. Causal learning underpins the development of our concepts and categories, our intuitive theories, and our capacities for planning, imagination and inference. During the last few years, there has been an interdisciplinary revolution in our understanding of learning and reasoning: Researchers in philosophy, psychology, and computation have discovered new mechanisms for learning the causal structure of the world. This new work provides a rigorous, formal basis for theory theories of concepts and cognitive development, and moreover, the causal learning mechanisms it has uncovered go dramatically beyond the traditional mechanisms of both nativist theories, such as modularity theories, and empiricist ones, such as association or connectionism. |
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Page viii
... Development of Explanations 261 Henry M. Wellman and David Liu Dynamic Interpretations of Covariation Data 280 Woo-kyoung Ahn, Jessecae K. Marsh, and Christian C. Luhmann Statistical Jokes and Social Effects: Intervention and Invariance ...
... Development of Explanations 261 Henry M. Wellman and David Liu Dynamic Interpretations of Covariation Data 280 Woo-kyoung Ahn, Jessecae K. Marsh, and Christian C. Luhmann Statistical Jokes and Social Effects: Intervention and Invariance ...
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... Development University of Michigan Ann Arbor, MI 48103 Jim Woodward Division of the Humanities and Social Sciences California Institute of Technology Pasadena, CA 91125 Introduction Alison Gopnik & Laura Schulz From: mherskovits@psych ...
... Development University of Michigan Ann Arbor, MI 48103 Jim Woodward Division of the Humanities and Social Sciences California Institute of Technology Pasadena, CA 91125 Introduction Alison Gopnik & Laura Schulz From: mherskovits@psych ...
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... development, and the study of learning more generally, has been a history of theoretical answers that didn't really fit the phenomena and empirical phenomena that didn't really fit the theories. What we empirical psychologists see is ...
... development, and the study of learning more generally, has been a history of theoretical answers that didn't really fit the phenomena and empirical phenomena that didn't really fit the theories. What we empirical psychologists see is ...
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... development but only triggering or enrichment. The Aristotelian (Lockean, behaviorist, connectionist) view has been that, although it looks as if we are building abstract veridical representations, really all we are doing is summarizing ...
... development but only triggering or enrichment. The Aristotelian (Lockean, behaviorist, connectionist) view has been that, although it looks as if we are building abstract veridical representations, really all we are doing is summarizing ...
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... developed in the philosophy of science and statistical literature (Glymour, 2001; Pearl, 1988, 2000; Spirtes, Glymour, & Scheines, 1993). Scientists seem to infer theories about the causal structure of the world from patterns of ...
... developed in the philosophy of science and statistical literature (Glymour, 2001; Pearl, 1988, 2000; Spirtes, Glymour, & Scheines, 1993). Scientists seem to infer theories about the causal structure of the world from patterns of ...
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Causal Learning: Psychology, Philosophy, and Computation Alison Gopnik,Laura Schulz Limited preview - 2007 |
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