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 3
... counterfactuals. So, I decided to move to Carnegie Tech for graduate school and work on some of the many unsolved problems the formalism poses. Imagine my shock, then, when my advisor, a philosopher of science notorious for the ...
... counterfactuals. So, I decided to move to Carnegie Tech for graduate school and work on some of the many unsolved problems the formalism poses. Imagine my shock, then, when my advisor, a philosopher of science notorious for the ...
Page 8
... counterfactuals. As soon as they can talk, they even offer explanations of the world around them. And, they seem to learn those causal structures from patterns of evidence. Plus, even the very smallest sprogs can combine information ...
... counterfactuals. As soon as they can talk, they even offer explanations of the world around them. And, they seem to learn those causal structures from patterns of evidence. Plus, even the very smallest sprogs can combine information ...
Page 15
... counterfactuals. British Journal of Developmental Psychology, 22, 37–58. Sobel, D. M., Tenenbaum, J., & Gopnik, A. (2004). Children's causal inferences from indirect evidence: Backwards blocking and Bayesian reasoning in preschoolers ...
... counterfactuals. British Journal of Developmental Psychology, 22, 37–58. Sobel, D. M., Tenenbaum, J., & Gopnik, A. (2004). Children's causal inferences from indirect evidence: Backwards blocking and Bayesian reasoning in preschoolers ...
Page 19
... counterfactual theory; the counterfactuals in question describe what would happen to E under interventions (idealized manipulations of) on C. The interventionist theory does not require (although it permits) thinking of counterfactuals ...
... counterfactual theory; the counterfactuals in question describe what would happen to E under interventions (idealized manipulations of) on C. The interventionist theory does not require (although it permits) thinking of counterfactuals ...
Page 21
... counterfactuals in the philosophical literature. The mark of a backtracking counterfactual is that it involves reasoning or tracking back from an outcome to causally prior events and then perhaps forward again, as when one reasons that ...
... counterfactuals in the philosophical literature. The mark of a backtracking counterfactual is that it involves reasoning or tracking back from an outcome to causally prior events and then perhaps forward again, as when one reasons that ...
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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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