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 10
... psychological definition of cause-effect relations” (1982). Consistent with this view, psychologists have shown that even adults prefer information about plausible, domain-specific mechanisms of causal transmission to statistical and ...
... psychological definition of cause-effect relations” (1982). Consistent with this view, psychologists have shown that even adults prefer information about plausible, domain-specific mechanisms of causal transmission to statistical and ...
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... psychological account of human causal learning, one weakness of Cheng's account is that, like the R-W account, it assumes that variables in the world are already identified as causes or effects. The account does not explain how, in the ...
... psychological account of human causal learning, one weakness of Cheng's account is that, like the R-W account, it assumes that variables in the world are already identified as causes or effects. The account does not explain how, in the ...
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... psychological positions ultimately come from. In philosophy, accounts of causation have been similarly divided. Some accounts, like those of Dowe (2000) or Salmon (1998), stress “mechanism” and “transmission.” Much like your Shultz they ...
... psychological positions ultimately come from. In philosophy, accounts of causation have been similarly divided. Some accounts, like those of Dowe (2000) or Salmon (1998), stress “mechanism” and “transmission.” Much like your Shultz they ...
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... Psychological Review, 111, 1–31. Gopnik, A., & Wellman, H. M. (1994). The theory theory. In S. A. Gelman & L. A. Hirschfeld (Eds.), Mapping the mind: Domain specificity in cognition and culture; based on a conference entitled “Cultural ...
... Psychological Review, 111, 1–31. Gopnik, A., & Wellman, H. M. (1994). The theory theory. In S. A. Gelman & L. A. Hirschfeld (Eds.), Mapping the mind: Domain specificity in cognition and culture; based on a conference entitled “Cultural ...
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... Psychological Review, 99, 605–632. Spelke, E. S., Katz, G., Purcell, S. E., Ehrlich, S. M., & Breinlinger, K. (1994). Early knowledge of object motion: Continuity and inertia. Cognition, 51, 131–176. Spirtes, P., Glymour, C., & Scheines ...
... Psychological Review, 99, 605–632. Spelke, E. S., Katz, G., Purcell, S. E., Ehrlich, S. M., & Breinlinger, K. (1994). Early knowledge of object motion: Continuity and inertia. Cognition, 51, 131–176. Spirtes, P., Glymour, C., & Scheines ...
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Causal Learning: Psychology, Philosophy, and Computation Alison Gopnik,Laura Schulz Limited preview - 2007 |
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