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  1. Benjamin M. Rottman, Jonathan F. Kominsky & Frank C. Keil (2014). Children Use Temporal Cues to Learn Causal Directionality. Cognitive Science 38 (3):489-513.
    The ability to learn the direction of causal relations is critical for understanding and acting in the world. We investigated how children learn causal directionality in situations in which the states of variables are temporally dependent (i.e., autocorrelated). In Experiment 1, children learned about causal direction by comparing the states of one variable before versus after an intervention on another variable. In Experiment 2, children reliably inferred causal directionality merely from observing how two variables change over time; they interpreted Y (...)
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  2. Benjamin M. Rottman, Dedre Gentner & Micah B. Goldwater (2012). Causal Systems Categories: Differences in Novice and Expert Categorization of Causal Phenomena. Cognitive Science 36 (5):919-932.
    We investigated the understanding of causal systems categories—categories defined by common causal structure rather than by common domain content—among college students. We asked students who were either novices or experts in the physical sciences to sort descriptions of real-world phenomena that varied in their causal structure (e.g., negative feedback vs. causal chain) and in their content domain (e.g., economics vs. biology). Our hypothesis was that there would be a shift from domain-based sorting to causal sorting with increasing expertise in the (...)
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  3. Benjamin M. Rottman & Frank C. Keil (2011). What Matters in Scientific Explanations: Effects of Elaboration and Content. Cognition 121 (3):324-337.
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  4. Benjamin M. Rottman & Woo-Kyoung Ahn (2009). Causal Inference When Observed and Unobserved Causes Interact. In. In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society. 1477--1482.
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