Learning a Theory of Causality

Autor/inn/en	Goodman, Noah D.; Ullman, Tomer D.; Tenenbaum, Joshua B.
Titel	Learning a Theory of Causality
Quelle	In: Psychological Review, 118 (2011) 1, S.110-119 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-295X
DOI	10.1037/a0021336
Schlagwörter	Causal Models; Logical Thinking; Cognitive Development; Bayesian Statistics; Theories; Probability; Experience; Simulation; Language Usage; Learning + Suchen Sie Ihr Suchwort? Kausalanalyse; Kognitive Entwicklung; Theory; Theorie; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Erfahrung; Simulation program; Simulationsprogramm; Sprachgebrauch; Lernen
Abstract	The very early appearance of abstract knowledge is often taken as evidence for innateness. We explore the relative learning speeds of abstract and specific knowledge within a Bayesian framework and the role for innate structure. We focus on knowledge about causality, seen as a domain-general intuitive theory, and ask whether this knowledge can be learned from co-occurrence of events. We begin by phrasing the causal Bayes nets theory of causality and a range of alternatives in a logical language for relational theories. This allows us to explore simultaneous inductive learning of an abstract theory of causality and a causal model for each of several causal systems. We find that the correct theory of causality can be learned relatively quickly, often becoming available before specific causal theories have been learned--an effect we term the "blessing of abstraction". We then explore the effect of providing a variety of auxiliary evidence and find that a collection of simple perceptual input analyzers can help to bootstrap abstract knowledge. Together, these results suggest that the most efficient route to causal knowledge may be to build in not an abstract notion of causality but a powerful inductive learning mechanism and a variety of perceptual supports. While these results are purely computational, they have implications for cognitive development, which we explore in the conclusion. (Contains 1 table, 5 figures and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10