Abstract:
:The dominant theoretical approach to causal learning postulates the acquisition of associative weights between cues and outcomes. This reduction of causal induction to associative learning implies that learners are insensitive to important characteristics of causality, such as the inherent directionality between causes and effects. An ongoing debate centers on the question of whether causal learning is sensitive to causal directionality (as is postulated by causal-model theory) or whether it neglects this important feature of the physical world (as implied by associationist theories). Three experiments using different cue competition paradigms are reported that demonstrate the competence of human learners to differentiate between predictive and diagnostic learning. However, the experiments also show that this competence displays itself best in learning situations with few processing demands and with convincingly conveyed causal structures. The study provides evidence for the necessity to distinguish between competence and performance in causal learning.
journal_name
Learn Behavjournal_title
Learning & behaviorauthors
Waldmann MR,Walker JMdoi
10.3758/bf03196064keywords:
subject
Has Abstractpub_date
2005-05-01 00:00:00pages
211-29issue
2eissn
1543-4494issn
1543-4508journal_volume
33pub_type
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pub_type: 评论,杂志文章
doi:10.3758/s13420-018-0329-y
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journal_title:Learning & behavior
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journal_title:Learning & behavior
pub_type: 杂志文章
doi:10.3758/bf03195988
更新日期:2003-08-01 00:00:00
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pub_type: 杂志文章,评审
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更新日期:2015-12-01 00:00:00
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