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 8
... people's actions on objects better than babies who don't have the skill. Jessica Sommerville will show you next week ... people, even very small people, can actually do. All the best, Morgan Attachment 2: The Psychology of Causal ...
... people's actions on objects better than babies who don't have the skill. Jessica Sommerville will show you next week ... people, even very small people, can actually do. All the best, Morgan Attachment 2: The Psychology of Causal ...
Page 12
... people innately treat covariation as an index of causal power (an unobservable entity) and suggests that people reason about causes with respect to particular focal sets, a contextually determined set of events over which people compute ...
... people innately treat covariation as an index of causal power (an unobservable entity) and suggests that people reason about causes with respect to particular focal sets, a contextually determined set of events over which people compute ...
Page 23
... people's causal judgments and inferences. I suggest that it does: It is involved in or connected to our ability to separate out means and ends in causal reasoning. It is also centrally involved in the whole idea of an intervention ...
... people's causal judgments and inferences. I suggest that it does: It is involved in or connected to our ability to separate out means and ends in causal reasoning. It is also centrally involved in the whole idea of an intervention ...
Page 24
... people will judge that C causes E even if there appears to be a spatiotemporal gap between C and E. Moreover, even if there is a connecting spatiotemporally continuous process from C to E, they will judge that C does not cause E if the ...
... people will judge that C causes E even if there appears to be a spatiotemporal gap between C and E. Moreover, even if there is a connecting spatiotemporally continuous process from C to E, they will judge that C does not cause E if the ...
Page 25
... people to learn that there is a causal relationship between C and E without knowing anything about a connecting mechanism. This is much harder to understand if, as some mechanism-based approaches claim, the existence of a causal ...
... people to learn that there is a causal relationship between C and E without knowing anything about a connecting mechanism. This is much harder to understand if, as some mechanism-based approaches claim, the existence of a causal ...
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Causal Learning: Psychology, Philosophy, and Computation Alison Gopnik,Laura Schulz Limited preview - 2007 |
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