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
... relations between conditional independence and causal structure and talked about them in terms of “screening off.” When there is a chain going from partying to wine to insomnia, the wine screens off insomnia from the influence of ...
... relations between conditional independence and causal structure and talked about them in terms of “screening off.” When there is a chain going from partying to wine to insomnia, the wine screens off insomnia from the influence of ...
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... causal reasoning, the psychologist Thomas Shultz distinguished between a statistical view of causal relations, in which the causal connection between events is determined by the covariation of cause and effect, and a causal mechanism ...
... causal reasoning, the psychologist Thomas Shultz distinguished between a statistical view of causal relations, in which the causal connection between events is determined by the covariation of cause and effect, and a causal mechanism ...
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... causal impetus” is “central to the psychological definition of cause-effect relations” (1982). Consistent with this view, psychologists have shown that even adults prefer information about plausible, domain-specific mechanisms of causal ...
... causal impetus” is “central to the psychological definition of cause-effect relations” (1982). Consistent with this view, psychologists have shown that even adults prefer information about plausible, domain-specific mechanisms of causal ...
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... causal claims to certain counterfactuals and, as such, are not claims about how causal relationships are learned. However, if SC and NC are correct, it would be natural to expect that human beings often successfully learn causal ...
... causal claims to certain counterfactuals and, as such, are not claims about how causal relationships are learned. However, if SC and NC are correct, it would be natural to expect that human beings often successfully learn causal ...
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... causal learning and understanding. However, rather than trying to explicate the notion of a causal mechanism in terms ... relationships, specified by interventionist counterfactuals, connecting C and E to intermediate variables and the ...
... causal learning and understanding. However, rather than trying to explicate the notion of a causal mechanism in terms ... relationships, specified by interventionist counterfactuals, connecting C and E to intermediate variables and the ...
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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 |
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