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 4
... this power leads to a certain likelihood of the effect given the cause, then we can further constrain the patterns of conditional probability among causes and effects. This is a common assumption in studies of human causal learning.
... this power leads to a certain likelihood of the effect given the cause, then we can further constrain the patterns of conditional probability among causes and effects. This is a common assumption in studies of human causal learning.
Page 5
If Graph 2 is right and parties are a common cause of wine and insomnia, then I ⊥W | P; the probability of ... when partying directly causes both wine and insomnia, wine does not screen off insomnia from partying—partying leads to ...
If Graph 2 is right and parties are a common cause of wine and insomnia, then I ⊥W | P; the probability of ... when partying directly causes both wine and insomnia, wine does not screen off insomnia from partying—partying leads to ...
Page 12
Similarly, the R-W equation assumes that all the variables have already been categorized as causes or effects and then ... (b) that there are no unobserved common causes of the candidate cause and the effect (although the account can be ...
Similarly, the R-W equation assumes that all the variables have already been categorized as causes or effects and then ... (b) that there are no unobserved common causes of the candidate cause and the effect (although the account can be ...
Page 21
Consider a system in which A atmospheric pressure is a common cause of the reading B of a barometer and a variable S corresponding to the occurrence/nonoccurrence of a storm but in which B does not cause S or vice versa.
Consider a system in which A atmospheric pressure is a common cause of the reading B of a barometer and a variable S corresponding to the occurrence/nonoccurrence of a storm but in which B does not cause S or vice versa.
Page 22
right causal characteristics, as in the example in which the common cause A of B and S is manipulated. Nonetheless, I think that it is plausible (see the Interventions and Voluntary Actions section) that, as a matter of contingent, ...
right causal characteristics, as in the example in which the common cause A of B and S is manipulated. Nonetheless, I think that it is plausible (see the Interventions and Voluntary Actions section) that, as a matter of contingent, ...
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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 |