15 found
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  1.  21
    Causal Learning Mechanisms in Very Young Children: Two-, Three-, and Four-Year-Olds Infer Causal Relations From Patterns of Variation and Covariation.Clark Glymour, Alison Gopnik, David M. Sobel & Laura E. Schulz - unknown
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  2.  7
    Knowledge Matters: How Children Evaluate the Reliability of Testimony as a Process of Rational Inference.David M. Sobel & Tamar Kushnir - 2013 - Psychological Review 120 (4):779-797.
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  3.  13
    Young Children Are Reality-Prone When Thinking About Stories.Deena Skolnick Weisberg, Paul Bloom, David M. Sobel & Joshua Goodstein - 2013 - Journal of Cognition and Culture 13 (3-4):383-407.
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  4.  66
    Bayes and Blickets: Effects of Knowledge on Causal Induction in Children and Adults.Thomas L. Griffiths, David M. Sobel, Joshua B. Tenenbaum & Alison Gopnik - 2011 - Cognitive Science 35 (8):1407-1455.
    People are adept at inferring novel causal relations, even from only a few observations. Prior knowledge about the probability of encountering causal relations of various types and the nature of the mechanisms relating causes and effects plays a crucial role in these inferences. We test a formal account of how this knowledge can be used and acquired, based on analyzing causal induction as Bayesian inference. Five studies explored the predictions of this account with adults and 4-year-olds, using tasks in which (...)
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  5.  9
    Reach Tracking Reveals Dissociable Processes Underlying Cognitive Control.Christopher D. Erb, Jeff Moher, David M. Sobel & Joo-Hyun Song - 2016 - Cognition 152:114-126.
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  6. Causal Learning in Children: Causal Maps and Bayes Nets.Alison Gopnik, Clark Glymour, David M. Sobel & Laura E. Schultz - unknown
    We outline a cognitive and computational account of causal learning in children. We propose that children employ specialized cognitive systems that allow them to recover an accurate “causal map” of the world: an abstract, coherent representation of the causal relations among events. This kind of knowledge can be perspicuously represented by the formalism of directed graphical causal models, or “Bayes nets”. Human causal learning and inference may involve computations similar to those for learnig causal Bayes nets and for predicting with (...)
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  7.  5
    Of Blickets, Butterflies, and Baby Dinosaurs: Children’s Diagnostic Reasoning Across Domains.Deena Skolnick Weisberg, Elysia Choi & David M. Sobel - 2020 - Frontiers in Psychology 11.
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  8.  9
    Cognitive Control in Action: Tracking the Dynamics of Rule Switching in 5- to 8-Year-Olds and Adults.Christopher D. Erb, Jeff Moher, Joo-Hyun Song & David M. Sobel - 2017 - Cognition 164:163-173.
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  9.  16
    Enabling Conditions and Children’s Understanding of Pretense.David M. Sobel - 2009 - Cognition 113 (2):177-188.
  10.  8
    Interactions Between Causal and Statistical Learning.David M. Sobel & Natasha Z. Kirkham - 2007 - In Alison Gopnik & Laura Schulz (eds.), Causal Learning: Psychology, Philosophy, and Computation. Oxford University Press. pp. 139--153.
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  11.  9
    Children’s Developing Understanding of the Relation Between Variable Causal Efficacy and Mechanistic Complexity.Christopher D. Erb, David W. Buchanan & David M. Sobel - 2013 - Cognition 129 (3):494-500.
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  12.  2
    Developmental Trajectories in Diagnostic Reasoning: Understanding Data Are Confounded Develops Independently of Choosing Informative Interventions to Resolve Confounded Data.April Moeller, Beate Sodian & David M. Sobel - 2022 - Frontiers in Psychology 13.
    Two facets of diagnostic reasoning related to scientific thinking are recognizing the difference between confounded and unconfounded evidence and selecting appropriate interventions that could provide learners the evidence necessary to make an appropriate causal conclusion. The present study investigates both these abilities in 3- to 6-year-old children. We found both competence and developmental progress in the capacity to recognize that evidence is confounded. Similarly, children performed above chance in some tasks testing for the selection of a controlled test of a (...)
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  13.  4
    Effects of Facilitation Vs. Exhibit Labels on Caregiver-Child Interactions at a Museum Exhibit.Susan M. Letourneau, Robin Meisner & David M. Sobel - 2021 - Frontiers in Psychology 12.
    In museum settings, caregivers support children's learning as they explore and interact with exhibits. Museums have developed exhibit design and facilitation strategies for promoting families' exploration and inquiry, but these strategies have rarely been contrasted. The goal of the current study was to investigate how prompts offered through staff facilitation vs. labels printed on exhibit components affected how family groups explored a circuit blocks exhibit, particularly whether children set and worked toward their own goals, and how caregivers were involved in (...)
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  14. Bridging the Gap: Children's Developing Inferences About Objects' Labels and Insides From Causality-at-a-Distance.David W. Buchanan & David M. Sobel - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 64--70.
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  15.  3
    Knowledge and Children's Reasoning About Possibility.David M. Sobel - 2011 - In Christoph Hoerl, Teresa McCormack & Sarah R. Beck (eds.), Understanding Counterfactuals, Understanding Causation. Oxford University Press. pp. 123.
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