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Title: Are Causal Structure and Intervention Judgments Inextricably Linked? A Developmental Study
Authors: Frosch, Caren A.
McCormack, T.
Lagnado, D. A.
Burns, P.
First Published: 3-Nov-2011
Publisher: Wiley for Cognitive Science Society
Citation: Cognitive Science, 2012, 36 (2), pp. 261-285
Abstract: The application of the formal framework of causal Bayesian Networks to children’s causal learning provides the motivation to examine the link between judgments about the causal structure of a system, and the ability to make inferences about interventions on components of the system. Three experiments examined whether children are able to make correct inferences about interventions on different causal structures. The first two experiments examined whether children’s causal structure and intervention judgments were consistent with one another. In Experiment 1, children aged between 4 and 8 years made causal structure judgments on a three-component causal system followed by counterfactual intervention judgments. In Experiment 2, children’s causal structure judgments were followed by intervention judgments phrased as future hypotheticals. In Experiment 3, we explicitly told children what the correct causal structure was and asked them to make intervention judgments. The results of the three experiments suggest that the representations that support causal structure judgments do not easily support simple judgments about interventions in children. We discuss our findings in light of strong interventionist claims that the two types of judgments should be closely linked.
DOI Link: 10.1111/j.1551-6709.2011.01208.x
ISSN: 0364-0213
eISSN: 1551-6709
Type: Journal Article
Rights: Archived with reference to SHERPA/RoMEO and publisher website. This is the peer reviewed version of the following article: Cognitive Science, 2012, 36 (2), pp. 261-285, which has been published in final form at . This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
Appears in Collections:Published Articles, School of Psychology

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