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 viii
... Jessecae K. Marsh, and Christian C. Luhmann Statistical Jokes and Social Effects: Intervention and Invariance in Causal Relations 294 Clark Glymour Intuitive Theories as Grammars for Causal Inference 301 Joshua B. Tenenbaum, ...
... Jessecae K. Marsh, and Christian C. Luhmann Statistical Jokes and Social Effects: Intervention and Invariance in Causal Relations 294 Clark Glymour Intuitive Theories as Grammars for Causal Inference 301 Joshua B. Tenenbaum, ...
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... NY 10003 Joshua Tenenbaum Department of Brain and Cognitive Sciences Massachussetts Institute of Technology Cambridge, MA 02139 Henry Wellman Department of Psychology Center for Human Growth and Development University of Michigan ...
... NY 10003 Joshua Tenenbaum Department of Brain and Cognitive Sciences Massachussetts Institute of Technology Cambridge, MA 02139 Henry Wellman Department of Psychology Center for Human Growth and Development University of Michigan ...
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The R-W account also fails to explain a phenomenon known as backward blocking (Sobel, Tenenbaum, & Gopnik, 2004). If two candidate causes A and B together produce an effect and it is also the case that A by itself is sufficient to ...
The R-W account also fails to explain a phenomenon known as backward blocking (Sobel, Tenenbaum, & Gopnik, 2004). If two candidate causes A and B together produce an effect and it is also the case that A by itself is sufficient to ...
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Sobel, D. M., Tenenbaum, J., & Gopnik, A. (2004). Children's causal inferences from indirect evidence: Backwards blocking and Bayesian reasoning in preschoolers. Cognitive Science, 28(3), pp. 305–333. Spelke, E. S., Breinlinger, K., ...
Sobel, D. M., Tenenbaum, J., & Gopnik, A. (2004). Children's causal inferences from indirect evidence: Backwards blocking and Bayesian reasoning in preschoolers. Cognitive Science, 28(3), pp. 305–333. Spelke, E. S., Breinlinger, K., ...
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... Tenenbaum, Wagenmakers, & Blum, 2003). This suggests some appreciation of the connection between intervention and causal structure. A similar conclusion is suggested by a series of experiments by Lagnado and Sloman (2005).
... Tenenbaum, Wagenmakers, & Blum, 2003). This suggests some appreciation of the connection between intervention and causal structure. A similar conclusion is suggested by a series of experiments by Lagnado and Sloman (2005).
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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 |