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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... Cambridge , MA 02139 Henry Wellman Department of Psychology Center for Human Growth and Development University of Michigan Ann Arbor , MI 48103 Jim Woodward Division of the Humanities and Social Sciences California Institute of ...
... Cambridge , MA 02139 Henry Wellman Department of Psychology Center for Human Growth and Development University of Michigan Ann Arbor , MI 48103 Jim Woodward Division of the Humanities and Social Sciences California Institute of ...
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... Cambridge University Press. Cheng, P. W. (1997). From covariation to causation: A causal power theory. Psychological Review, 104, 367–405. Dickinson, A., Shanks, D. R., & Evendon, J. (1984). Judgment of act-outcome contingency: The role ...
... Cambridge University Press. Cheng, P. W. (1997). From covariation to causation: A causal power theory. Psychological Review, 104, 367–405. Dickinson, A., Shanks, D. R., & Evendon, J. (1984). Judgment of act-outcome contingency: The role ...
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... Cambridge : Cambridge University Press . Flavell , J. H. , Green , F. L. , & Flavell , E. R. ( 1995 ) . Young children's knowledge about thinking . Monographs of the Society for Research in Child Development , 60 , pp . v – 96 . Gelman ...
... Cambridge : Cambridge University Press . Flavell , J. H. , Green , F. L. , & Flavell , E. R. ( 1995 ) . Young children's knowledge about thinking . Monographs of the Society for Research in Child Development , 60 , pp . v – 96 . Gelman ...
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... Cambridge , MA : MIT Press . Rovee - Collier , C. ( 1980 ) . Reactivation of infant Science 208 , 1159–1161 . memory . motion : Continuity and inertia . Cognition , 51 , 131-176 . Spirtes , P. , Glymour , C. , & Scheines , R. ( 1993 ) ...
... Cambridge , MA : MIT Press . Rovee - Collier , C. ( 1980 ) . Reactivation of infant Science 208 , 1159–1161 . memory . motion : Continuity and inertia . Cognition , 51 , 131-176 . Spirtes , P. , Glymour , C. , & Scheines , R. ( 1993 ) ...
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Causal Learning: Psychology, Philosophy, and Computation Alison Gopnik,Laura Schulz Limited preview - 2007 |
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