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 2
... appropriately called “Invasion of the Mind Snatchers”: The idea that theories are something you would find in somebody's head, rather than being abstract mathematical objects, is an idea fit only for Ichabod Crane.
... appropriately called “Invasion of the Mind Snatchers”: The idea that theories are something you would find in somebody's head, rather than being abstract mathematical objects, is an idea fit only for Ichabod Crane.
Page 7
The world out there is full of real threedimensional objects, but our perceptual system just gets some distorted two-dimensional retinal input. Still, the merest “sprog,” as you would say, has the computational power to turn that input ...
The world out there is full of real threedimensional objects, but our perceptual system just gets some distorted two-dimensional retinal input. Still, the merest “sprog,” as you would say, has the computational power to turn that input ...
Page 8
And, of course, sprogs can use vision to learn all sorts of new things about objects. In fact, they engage in perfectly sophisticated “maths” all the time—and if they can perform complex, implicit computations to support vision, ...
And, of course, sprogs can use vision to learn all sorts of new things about objects. In fact, they engage in perfectly sophisticated “maths” all the time—and if they can perform complex, implicit computations to support vision, ...
Page 9
Both infants and adults seem to perceive causality when objects (like billiard balls) collide and launch one another (Leslie & Keeble, 1987; Michotte, 1962; Oakes & Cohen, 1990). Infants also seem to expect causal constraints on object ...
Both infants and adults seem to perceive causality when objects (like billiard balls) collide and launch one another (Leslie & Keeble, 1987; Michotte, 1962; Oakes & Cohen, 1990). Infants also seem to expect causal constraints on object ...
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Infants selectively encode the goal object of an actor's reach. Cognition, 69, 1–34. Woodward, A. L., Phillips, A. T., & Spelke, E. S. (1993). Infants' expectations about the motion of animate versus inanimate objects.
Infants selectively encode the goal object of an actor's reach. Cognition, 69, 1–34. Woodward, A. L., Phillips, A. T., & Spelke, E. S. (1993). Infants' expectations about the motion of animate versus inanimate objects.
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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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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 |