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 2
... objects, is an idea fit only for Ichabod Crane. My own work began in my undergraduate days at Oxford, as an attempt at a conceptual analysis of causation. (I also am a public school product by the way, though I find the idea of numbered ...
... objects, is an idea fit only for Ichabod Crane. My own work began in my undergraduate days at Oxford, as an attempt at a conceptual analysis of causation. (I also am a public school product by the way, though I find the idea of numbered ...
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... objects and then makes assumptions about how those objects lead to particular patterns on the retina . By making the further assumption that the retinal patterns were , in fact , produced by the objects in this way , the system can work ...
... objects and then makes assumptions about how those objects lead to particular patterns on the retina . By making the further assumption that the retinal patterns were , in fact , produced by the objects in this way , the system can work ...
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... objects—understand other people's actions on objects better than babies who don't have the skill. Jessica Sommerville will show you next week how giving babies “sticky mittens” and changing their own ability to act on the world changes ...
... objects—understand other people's actions on objects better than babies who don't have the skill. Jessica Sommerville will show you next week how giving babies “sticky mittens” and changing their own ability to act on the world changes ...
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... objects (like billiard balls) col- lide and launch one another (Leslie & Keeble, 1987; Michotte, 1962; Oakes & Cohen, 1990). Infants also seem to expect causal constraints on object motion, assuming that objects respect principles of ...
... objects (like billiard balls) col- lide and launch one another (Leslie & Keeble, 1987; Michotte, 1962; Oakes & Cohen, 1990). Infants also seem to expect causal constraints on object motion, assuming that objects respect principles of ...
Page 15
... 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 . Paper presented at the 15th annual ...
... 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 . Paper presented at the 15th annual ...
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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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