Research Topics
| A GopnikSummaryAffiliation: University of California Country: USA Publications
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Detail Information
Publications
A theory of causal learning in children: causal maps and Bayes netsAlison Gopnik
Department of Psychology, University of California, Berkeley, CA 94720, USA
Psychol Rev 111:3-32. 2004..Experimental results suggest that 2- to 4-year-old children construct new causal maps and that their learning is consistent with the Bayes net formalism...- Scientific thinking in young children: theoretical advances, empirical research, and policy implicationsAlison Gopnik
Department of Psychology, University of California, Berkeley, CA 94720, USA
Science 337:1623-7. 2012..In particular, they suggest both that early childhood experience is extremely important and that the trend toward more structured and academic early childhood programs is misguided... - Detecting blickets: how young children use information about novel causal powers in categorization and inductionA Gopnik
Department of Psychology, University of California at Berkeley, 94720, USA
Child Dev 71:1205-22. 2000..These studies demonstrate that even very young children will easily and swiftly learn about a new causal power of an object and spontaneously use that information in classifying and naming the object... - Causal learning mechanisms in very young children: two-, three-, and four-year-olds infer causal relations from patterns of variation and covariationA Gopnik
Department of Psychology, University of California, Berkeley 94720, USA
Dev Psychol 37:620-9. 2001..In a 3rd experiment, 3- and 4-year-old children used the information when they were asked to make the machine stop. These results are related to Bayes-net causal graphical models of causal learning... - Mechanisms of theory formation in young childrenAlison Gopnik
Department of Psychology, University of California at Berkeley, Berkeley, CA 94720, USA
Trends Cogn Sci 8:371-7. 2004..Specifically, we look at infants and children's ability to learn from evidence in the form of conditional probabilities, interventions and combinations of the two... - Just do it? Investigating the gap between prediction and action in toddlers' causal inferencesElizabeth Baraff Bonawitz
University of California, Berkeley, CA, USA
Cognition 115:104-17. 2010..This suggests that causal language may help children extend their initial causal representations beyond agent-initiated and direct contact events... - Bayesian networks, Bayesian learning and cognitive developmentAlison Gopnik
Department of Psychology, University of California, Berkeley 94720, USA
Dev Sci 10:281-7. 2007 - Young children infer causal strength from probabilities and interventionsTamar Kushnir
University of California, Berkeley, CA 94720 1650, USA
Psychol Sci 16:678-83. 2005..Though they again gave preference to their own interventions, they did not do so when their interventions were explicitly confounded by an alternative cause... - Causal learning across domainsLaura E Schulz
University of California, Berkeley, CA, USA
Dev Psychol 40:162-76. 2004..Children used conditional probabilities to make accurate causal inferences even when asked to violate domain boundaries... - Conceptual coherence in the child's theory of mind: training children to understand beliefV Slaughter
University of California, Berkeley, USA
Child Dev 67:2967-88. 1996..Results are discussed with respect to competing theories of children's intuitive psychological knowledge... - Conditional probability versus spatial contiguity in causal learning: Preschoolers use new contingency evidence to overcome prior spatial assumptionsTamar Kushnir
Department of Psychology, University of Michigan, Ann Arbor, MI 48109 1043, USA
Dev Psychol 43:186-96. 2007..However, children were more likely to make correct inferences when causes were spatially contiguous, particularly when faced with ambiguous evidence... - Preschool children learn about causal structure from conditional interventionsLaura E Schulz
Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
Dev Sci 10:322-32. 2007..A third study suggests that children's spontaneous play can generate evidence that would support such accurate causal learning... - Reversing how to think about ambiguous figure reversals: spontaneous alternating by uninformed observersStephen R Mitroff
Center for Cognitive Neuroscience and Department of Psychological and Brain Sciences, Duke University, Box 90999, Durham, NC 27708, USA
Perception 35:709-15. 2006..Further, those children who make these 'spontaneous' reversals are more likely to succeed on a high-order theory-of-mind task, negating purely bottom-up explanations... - Asynchrony in the cognitive and lexical development of young children with Williams syndromeThierry Nazzi
Laboratoire Cognition et Developpement, CNRS, Paris, France
J Child Lang 32:427-38. 2005....