Competence and performance in causal learning |
| |
| Authors: | Email author" target="_blank">Michael?R?WaldmannEmail author Jessica?M?Walker |
| |
| Institution: | 1.Department of Psychology,University of G?ttingen,G?ttingen,Germany;2.University of California,Los Angeles |
| |
| 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. |
| |
| Keywords: | |
| 本文献已被 PubMed SpringerLink 等数据库收录！ |
|
