Download Causal Learning - Psychology, Philosophy and Computation by Alison Gopnik, Laura Schulz PDF

By Alison Gopnik, Laura Schulz

Realizing causal constitution is a valuable job of human cognition. Causal studying underpins the advance of our innovations and different types, our intuitive theories, and our capacities for making plans, mind's eye and inference. over the last few years, there was an interdisciplinary revolution in our realizing of studying and reasoning: Researchers in philosophy, psychology, and computation have stumbled on new mechanisms for studying the causal constitution of the area. This new paintings offers a rigorous, formal foundation for conception theories of strategies and cognitive improvement, and furthermore, the causal studying mechanisms it has exposed cross dramatically past the normal mechanisms of either nativist theories, comparable to modularity theories, and empiricist ones, equivalent to organization or connectionism.

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Additional resources for Causal Learning - Psychology, Philosophy and Computation

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It is usual in the philosophical literature to contrast so-called type causal claims that relate one type of event or factor to another (“Aspirin causes headache relief”) with token or singular causal claims that relate particular events (“Jones’s taking aspirin on a particular occasion caused his headache to subside”). There are versions of difference-making accounts for both types of claim, although it is arguable that such accounts apply most straightforwardly to type causal claims. In contrast, causal process accounts apply primarily to singular causal claims.

367–400). A relationship qualifies as tertiary for a subject if the relationship is understood or recognized as holding between objects and individuals that are independent of the subject. This contrasts with relationships that are (or are conceived as) more directly egocentric in the sense of holding between the subject and some other object or individual. Clearly, the ability to recognize and reason in terms of tertiary relations is closely related to the ability to think in an abstract or context-independent way.

Given this assumption, both structures 1-1 and 1-2 imply exactly the same conditional and unconditional independence relationships: In both, X, Y and Z are dependent and X and Z are independent conditional on Y. The difference between the structures 1-1 and 1-2 shows up when we interpret the directed edges in them as carrying implications about what would happen if various hypothetical interventions were to be performed in accordance with DC. In particular, if structure 1-1 is the correct structure, then under some possible intervention on Y, X and Z will change; if structure 1-2 is the correct structure, then Z but not X will change under an intervention on Y.

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