The advantage of timely intervention

Journal of Experimental Psychology. Learning, Memory, and Cognition
David A Lagnado, Steven A Sloman

Abstract

Can people learn causal structure more effectively through intervention rather than observation? Four studies used a trial-based learning paradigm in which participants obtained probabilistic data about a causal chain through either observation or intervention and then selected the causal model most likely to have generated the data. Experiment 1 demonstrated that interveners made more correct model choices than did observers, and Experiments 2 and 3 ruled out explanations for this advantage in terms of informational differences between the 2 conditions. Experiment 4 tested the hypothesis that the advantage was driven by a temporal signal; interveners may exploit the cue that their interventions are the most likely causes of any subsequent changes. Results supported this temporal cue hypothesis.

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Citations

Oct 25, 2013·Cognitive Psychology·Juhwa Park, Steven A Sloman
Mar 10, 2005·Journal of Experimental Psychology. Learning, Memory, and Cognition·Michael R Waldmann, York Hagmayer
Feb 16, 2006·Journal of Experimental Psychology. Learning, Memory, and Cognition·Tommy EnkvistHenrik Olsson
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Sep 3, 2005·Psychological Science·Tamar Kushnir, Alison Gopnik
Oct 13, 2006·Annual Review of Psychology·Derek C Penn, Daniel J Povinelli
Jan 2, 2005·Cognitive Science·Steven A Sloman, David A Lagnado
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Aug 4, 2012·Cognitive Psychology·Eric G Taylor, Woo-Kyoung Ahn
Dec 14, 2011·Cognitive Psychology·Benjamin M Rottman, Frank C Keil
Aug 19, 2008·Cognition·David A Lagnado, Shelley Channon
May 25, 2006·Journal of Experimental Psychology. Learning, Memory, and Cognition·David A Lagnado, Steven A Sloman
Aug 25, 2015·Journal of Experimental Child Psychology·Teresa McCormackDavid Lagnado
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May 14, 2011·Cognitive Science·Charles KempJoshua B Tenenbaum
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