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 9
... human agents (A. L. Woodward et al., 1993); expect that an object will be entrained when grasped by a human hand but not by an inanimate object (Leslie, 1982, 1984); and treat the reach of a human hand, but not the trajectory of a metal ...
... human agents (A. L. Woodward et al., 1993); expect that an object will be entrained when grasped by a human hand but not by an inanimate object (Leslie, 1982, 1984); and treat the reach of a human hand, but not the trajectory of a metal ...
Page 10
... human and nonhuman animals, and some researchers have proposed that mechanisms similar to those underlying contingency learning in operant and classical conditioning can account for human causal reasoning (Dickinson, Shanks, & Evendon ...
... human and nonhuman animals, and some researchers have proposed that mechanisms similar to those underlying contingency learning in operant and classical conditioning can account for human causal reasoning (Dickinson, Shanks, & Evendon ...
Page 11
... human causal learning by substituting causes for the conditioned stimulus and effects for the unconditioned stimulus. The associative strength between the two variables is then taken as indicating the causal connection between them ...
... human causal learning by substituting causes for the conditioned stimulus and effects for the unconditioned stimulus. The associative strength between the two variables is then taken as indicating the causal connection between them ...
Page 12
... human causal learning that resolves some of the difficulties with the R-W account. Cheng proposes that people innately treat covariation as an index of causal power (an unobservable entity) and suggests that people reason about causes ...
... human causal learning that resolves some of the difficulties with the R-W account. Cheng proposes that people innately treat covariation as an index of causal power (an unobservable entity) and suggests that people reason about causes ...
Page 14
... human learning. Journal of Memory and Language, 27, 166–195. Glymour, C. Invasion of the mind snatchers. In Giere, R. (1992) (ed.) Cognitive models of science.Minneapolis, University of Minnesota Press, pp. 419–501. Glymour, C. (2001) ...
... human learning. Journal of Memory and Language, 27, 166–195. Glymour, C. Invasion of the mind snatchers. In Giere, R. (1992) (ed.) Cognitive models of science.Minneapolis, University of Minnesota Press, pp. 419–501. Glymour, C. (2001) ...
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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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