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 3
... allow one to generate the appropriate predictions about conditional probabilities and interventions, and perhaps most significantly discriminate between conditional probabilities and interventions and counterfactuals.
... allow one to generate the appropriate predictions about conditional probabilities and interventions, and perhaps most significantly discriminate between conditional probabilities and interventions and counterfactuals.
Page 8
Those representations allow children to make predictions, perform interventions, and even generate counterfactuals. As soon as they can talk, they even offer explanations of the world around them. And, they seem to learn those causal ...
Those representations allow children to make predictions, perform interventions, and even generate counterfactuals. As soon as they can talk, they even offer explanations of the world around them. And, they seem to learn those causal ...
Page 15
Exploring the coherence of young children's explanatory abilities: Evidence from generating counterfactuals. British Journal of Developmental Psychology, 22, 37–58. Sobel, D. M., Tenenbaum, J., & Gopnik, A. (2004).
Exploring the coherence of young children's explanatory abilities: Evidence from generating counterfactuals. British Journal of Developmental Psychology, 22, 37–58. Sobel, D. M., Tenenbaum, J., & Gopnik, A. (2004).
Page 19
Counterfactual theories explicate difference making in terms of counterfactuals: A simple version might hold that C causes E if and only if it is true both that (a) if C were to occur, then E would ...
Counterfactual theories explicate difference making in terms of counterfactuals: A simple version might hold that C causes E if and only if it is true both that (a) if C were to occur, then E would ...
Page 21
The mark of a backtracking counterfactual is that it involves reasoning or tracking back from an outcome to causally prior ... Lewis holds that non-backtracking rather than backtracking counterfactuals are appropriate for understanding ...
The mark of a backtracking counterfactual is that it involves reasoning or tracking back from an outcome to causally prior ... Lewis holds that non-backtracking rather than backtracking counterfactuals are appropriate for understanding ...
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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 |