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Direct linkMarchant, Nicolás; Quillien, Tadeg; Chaigneau, Sergio E. – Cognitive Science, 2023
The causal view of categories assumes that categories are represented by features and their causal relations. To study the effect of causal knowledge on categorization, researchers have used Bayesian causal models. Within that framework, categorization may be viewed as dependent on a likelihood computation (i.e., the likelihood of an exemplar with…
Descriptors: Classification, Bayesian Statistics, Causal Models, Evaluation Methods
Henne, Paul; O'Neill, Kevin – Cognitive Science, 2022
Mike accidentally knocked against a bottle. Seeing that the bottle was about to fall, Jack was just about to catch it when Peter accidentally knocked against him, making Jack unable to catch it. Jack did not grab the bottle, and it fell to the ground and spilled. In double-prevention cases like these, philosophers and nonphilosophers alike tend to…
Descriptors: Evaluative Thinking, Prevention, Logical Thinking, Individual Differences
Cheng, Patricia W.; Sandhofer, Catherine M.; Liljeholm, Mimi – Cognitive Science, 2022
The present paper examines a type of abstract domain-general knowledge required for the process of constructing useable domain-specific causal knowledge, the evident goal of causal learning. It tests the hypothesis that analytic knowledge of "causal-invariance decomposition functions" is essential for this process. Such knowledge…
Descriptors: Preschool Children, Learning Processes, Generalization, Heuristics
Jamie Amemiya; Gail D. Heyman; Caren M. Walker – Cognitive Science, 2024
How do people come to opposite causal judgments about societal problems, such as whether a public health policy reduced COVID-19 cases? The current research tests an understudied cognitive mechanism in which people may agree about what "actually" happened (e.g., that a public health policy was implemented and COVID-19 cases declined),…
Descriptors: Causal Models, Evaluative Thinking, Logical Thinking, Social Problems
Foster-Hanson, Emily; Leslie, Sarah-Jane; Rhodes, Marjorie – Cognitive Science, 2022
Generic language (e.g., "tigers have stripes") leads children to assume that the referenced category (e.g., tigers) is inductively informative and provides a causal explanation for the behavior of individual members. In two preregistered studies with 4- to 7-year-old children (N = 497), we considered the mechanisms underlying these…
Descriptors: Young Children, Error Correction, Beliefs, Classification
Thomas, Michael S. C.; Coecke, Selma – Cognitive Science, 2023
Differences in socioeconomic status (SES) correlate both with differences in cognitive development and in brain structure. Associations between SES and brain measures such as cortical surface area and cortical thickness mediate differences in cognitive skills such as executive function and language. However, causal accounts that link SES, brain,…
Descriptors: Socioeconomic Status, Cognitive Processes, Brain, Cognitive Development
