Causal knowledge and categories: the effects of causal beliefs on categorization, induction, and similarity.

By B. Rehder, Reid Hastie. 2001

225 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Causal Inference & Discovery, Cognitive Science & Psychology

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Citations in the corpus

A theory of causal learning in children: causal maps and Bayes nets. (2004, neutral): “…suggested that adult causal knowledge might be represented as causal Bayes nets (Glymour & Cheng, 1999; Gopnik, 2000; Gopnik & Glymour, 2002; Lagnado & Sloman, 2002; Sloman & Lagnado, 2002; Rehder & Hastie, 2001; Tenenbaum & Griffiths, 2003; Waldmann & Hagmayer, 2001; Waldmann & Martignon, 1998).”
A rational account of pedagogical reasoning: teaching by, and learning from, examples. (2014, unknown): “A variety of researchers have used Bayes nets to capture the causal knowledge that supports reasoning (e.g. Rehder, 2003; Rehder & Hastie, 2001; Shafto, Kemp, Baraff, Coley, & Tenenbaum, 2008).”
Preschool children learn about causal structure from conditional interventions. (2007, methodology): “…have been used to model a variety of causal reasoning problems (Gopnik & Schulz, in press) both in adults (Glymour, 2001; Lagnado & Sloman, 2002; Rehder & Hastie, 2001; Steyvers, Tenenbaum, Wagenmakers & Blum, 2003; Tenenbaum & Griffiths, 2003; Waldmann & Hagmayer, 2001) and children (Gopnik,…”
A causal-model theory of conceptual representation and categorization. (2003, methodology): “For example, Rehder and Hastie (2001) systematically examined the effects of causal knowledge and empirical observations and found that the presence or absence of interfeature correlations in observed category members had little effect on subsequent classification performance when causal knowledge…”
Explanations in the wild. (2021, unknown): “…include generic sentences (Prasada et al., 2013), inherent essences (Cimpian & Salomon, 2014; Cimpian & Steinberg, 2014), category judgments (Rehder & Hastie, 2001), and even high-level epistemic frameworks such as intuitive theories (Gerstenberg & Tenenbaum, 2017) or models of…”
Concepts and categories: Memory, meaning, and metaphysics (2012, unknown): “Submitted version. results (e.g., Rehder & Hastie, 2001).”
Social Categorization and the Perception of Social Groups (2012, background): “Features having causal status assume greater importance in judgments about category membership and inductive inferences made about category members, compared to effect features (Rehder & Hastie, 2001).”
Category Stretching: Reorienting Research on Categories in Strategy, Entrepreneurship, and Organization Theory (2013, background): “This causal power depends on causal knowledge and „world theories‟ peculiar to each audience (Murphy and Medin, 1985; Rehder and Hastie, 2001) - and could be (at least partly) misplaced.”
Explanation and categorization: how "why?" informs "what?". (2009, result): “Empirical work supports this proposal (e.g. Ahn, Marsh, Luhmann, & Lee, 2002; Murphy & Allopenna, 1994; Patalano, Chin-Parker, & Ross, 2006; Rehder & Hastie, 2001; Wisniewski, 1995), and the current findings further indicate that explanations may influence the very representations or processes…”
Category use and category learning. (2003, background): “Furthermore, people may know how some properties of a category member are causally related to other properties (Rehder & Hastie, 2001).”