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 5
... on the occurrence of wine drinking. If Graph 2 is right and parties are a common cause of wine and insomnia, then I ⊥W | P; the probability of wine-drinking occurring is independent (in probability) of the probability of insomnia ...
... on the occurrence of wine drinking. If Graph 2 is right and parties are a common cause of wine and insomnia, then I ⊥W | P; the probability of wine-drinking occurring is independent (in probability) of the probability of insomnia ...
Page 7
... on the variables in the graph, all conditional independencies are consequences of the Markov assumption applied to the graph. Given the faithfulness assumption, it is possible to infer complex causal structure from patterns of ...
... on the variables in the graph, all conditional independencies are consequences of the Markov assumption applied to the graph. Given the faithfulness assumption, it is possible to infer complex causal structure from patterns of ...
Page 8
... on the “theory theory” shows that children have abstract, coherent representations of the causal structure of the world. Those representations allow children to make predictions, perform interventions, and even generate counterfactuals ...
... on the “theory theory” shows that children have abstract, coherent representations of the causal structure of the world. Those representations allow children to make predictions, perform interventions, and even generate counterfactuals ...
Page 9
... on the role that substantive concepts, like force and spatial contact, might play in constraining young children's inferences about physical causal events (e.g., Bullock, Gelman, & Baillargeon, 1982; Leslie, 1984; Shultz, Pardo ...
... on the role that substantive concepts, like force and spatial contact, might play in constraining young children's inferences about physical causal events (e.g., Bullock, Gelman, & Baillargeon, 1982; Leslie, 1984; Shultz, Pardo ...
Page 10
... on the role of contingency and covariation in causal learning, as opposed to principles about mechanisms. Two accounts of causal learning have been particularly influential: associative learning or connectionist accounts and Patricia ...
... on the role of contingency and covariation in causal learning, as opposed to principles about mechanisms. Two accounts of causal learning have been particularly influential: associative learning or connectionist accounts and Patricia ...
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Causal Learning: Psychology, Philosophy, and Computation Alison Gopnik,Laura Schulz Limited preview - 2007 |
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