Competence and performance in causal learning.

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 Behav

journal_title

Learning & behavior

authors

Waldmann MR,Walker JM

doi

10.3758/bf03196064

keywords:

subject

Has Abstract

pub_date

2005-05-01 00:00:00

pages

211-29

issue

2

eissn

1543-4494

issn

1543-4508

journal_volume

33

pub_type

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