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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... judgments, and counterfactual inferences are remarkably accurate across a wide range of tasks and content areas (e.g., Flavell, Green, & Flavell, 1995; Gelman & Wellman, 1991; Gopnik & Wellman, 1994; Kalish, 1996; Sobel, 2004). To ...
... judgments, and counterfactual inferences are remarkably accurate across a wide range of tasks and content areas (e.g., Flavell, Green, & Flavell, 1995; Gelman & Wellman, 1991; Gopnik & Wellman, 1994; Kalish, 1996; Sobel, 2004). To ...
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... judgments (Ahn, Kalish, Medin, & Gelman, 1995). Covariation Accounts However, the generative transmission view of causation in particular and domain-specific knowledge in general have played a rather limited role in accounts of adult ...
... judgments (Ahn, Kalish, Medin, & Gelman, 1995). Covariation Accounts However, the generative transmission view of causation in particular and domain-specific knowledge in general have played a rather limited role in accounts of adult ...
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... judgments about causal structure. In addition, neither the R-W nor the power PC theory provides a unified account of how people might go from judgments about causes to inferences about the effects of interventions. Finally, both of ...
... judgments about causal structure. In addition, neither the R-W nor the power PC theory provides a unified account of how people might go from judgments about causes to inferences about the effects of interventions. Finally, both of ...
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... judgments of a weaker one. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 414–432. Bullock ... Judgment of act-outcome contingency: The role of selective attribution. Quarterly Journal of Experimental Psychology ...
... judgments of a weaker one. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 414–432. Bullock ... Judgment of act-outcome contingency: The role of selective attribution. Quarterly Journal of Experimental Psychology ...
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... judgment. In G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 21 ... judgments of response-outcome contingency. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19 ...
... judgment. In G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 21 ... judgments of response-outcome contingency. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19 ...
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Causal Learning: Psychology, Philosophy, and Computation Alison Gopnik,Laura Schulz Limited preview - 2007 |
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