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 8
... development in general, was initiated by the work of Jean Piaget (1929, 1930). Piaget believed that causal reasoning developed very gradually. Indeed, Piaget proposed no less than 17 distinct stages of causal learning. In particular ...
... development in general, was initiated by the work of Jean Piaget (1929, 1930). Piaget believed that causal reasoning developed very gradually. Indeed, Piaget proposed no less than 17 distinct stages of causal learning. In particular ...
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... development of new methods for assessing the cognitive abilities of infants and young children— considerable research has suggested that Piaget underestimated the causal reasoning abilities of young children. Both infants and adults ...
... development of new methods for assessing the cognitive abilities of infants and young children— considerable research has suggested that Piaget underestimated the causal reasoning abilities of young children. Both infants and adults ...
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... development, both phylogenetically and ontogentically. Importantly, human beings (if not uniquely among animals, then at least characteristically; see Tomasello & Call, 1997) are able to learn not only from the consequence of their own ...
... development, both phylogenetically and ontogentically. Importantly, human beings (if not uniquely among animals, then at least characteristically; see Tomasello & Call, 1997) are able to learn not only from the consequence of their own ...
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... development. Rescorla modified Pavlov's theory to suggest that contingency, not just contiguity, was critical for learning Rescorla & Wagner (1972). That is, for learning to occur, cues have to be predictive: The probability of the ...
... development. Rescorla modified Pavlov's theory to suggest that contingency, not just contiguity, was critical for learning Rescorla & Wagner (1972). That is, for learning to occur, cues have to be predictive: The probability of the ...
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... development of causal reasoning. In W. J. Friedman (Ed.), The developmental psychology of time (pp. 209–254). New York: Academic Press. Carey, S., & Spelke, E. S. (1994). Domain-specific knowledge and conceptual change. In L. A. ...
... development of causal reasoning. In W. J. Friedman (Ed.), The developmental psychology of time (pp. 209–254). New York: Academic Press. Carey, S., & Spelke, E. S. (1994). Domain-specific knowledge and conceptual change. In L. A. ...
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Causal Learning: Psychology, Philosophy, and Computation Alison Gopnik,Laura Schulz Limited preview - 2007 |
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