Causal Learning: Psychology, Philosophy, and ComputationUnderstanding 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 vii
... Observation, Imitation 37 Andrew N. Meltzoff 3 Detecting Causal Structure: The Role of Interventions in Infants' Understanding of Psychological and Physical Causal Relations 48 Jessica A. Sommerville 4 An Interventionist Approach to ...
... Observation, Imitation 37 Andrew N. Meltzoff 3 Detecting Causal Structure: The Role of Interventions in Infants' Understanding of Psychological and Physical Causal Relations 48 Jessica A. Sommerville 4 An Interventionist Approach to ...
Page ix
... UK Andrew N. Meltzoff Institute for Learning and Brain Sciences University of Washington Seattle, WA 98195 Bob Rehder Department of Psychology New York University New York, NY 10003 Thomas Richardson Department of Statistics ...
... UK Andrew N. Meltzoff Institute for Learning and Brain Sciences University of Washington Seattle, WA 98195 Bob Rehder Department of Psychology New York University New York, NY 10003 Thomas Richardson Department of Statistics ...
Page 2
Actually, I think Gopnik puts it quite well in her book about theory formation (Gopnik & Meltzoff, 1997) (she does tend to let her conclusions outstrip her data, but she sure has ...
Actually, I think Gopnik puts it quite well in her book about theory formation (Gopnik & Meltzoff, 1997) (she does tend to let her conclusions outstrip her data, but she sure has ...
Page 8
Andrew Meltzoff will show you something like the reverse: how babies take information they only observe and turn it into actions of their own. Sprogs do all sorts of other things: make good interventions, discriminate confounded and ...
Andrew Meltzoff will show you something like the reverse: how babies take information they only observe and turn it into actions of their own. Sprogs do all sorts of other things: make good interventions, discriminate confounded and ...
Page 9
Specifically, infants seem to interpret human, but not mechanical, action as goal directed and self-initiated (Meltzoff, 1995; A. L. Woodward, 1998; A. L. Woodward, Phillips, & Spelke, 1993). Thus, for instance, babies expect physical ...
Specifically, infants seem to interpret human, but not mechanical, action as goal directed and self-initiated (Meltzoff, 1995; A. L. Woodward, 1998; A. L. Woodward, Phillips, & Spelke, 1993). Thus, for instance, babies expect physical ...
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Causal Learning: Psychology, Philosophy, and Computation Alison Gopnik,Laura Schulz Limited preview - 2007 |
Causal Learning: Psychology, Philosophy, and Computation Alison Gopnik,Laura Schulz Limited preview - 2007 |
Causal Learning: Psychology, Philosophy, and Computation Alison Gopnik,Laura Schulz Limited preview - 2007 |
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Bibliographic information
| Title | Causal Learning: Psychology, Philosophy, and Computation Oxford Series in Cognitive Development |
| Editors | Alison Gopnik, Laura Schulz |
| Publisher | Oxford University Press, 2007 |
| ISBN | 019803928X, 9780198039280 |
| Length | 384 pages |
| Subjects | › Psychology / Cognitive Psychology & Cognition |
| Export Citation | BiBTeX EndNote RefMan |