Categories and causality: The neglected direction

@article{citeulike:776725, abstract = {The standard approach guiding research on the relationship between categories and causality views categories as reflecting causal relations in the world. We provide evidence that the opposite direction also holds: categories that have been acquired in previous learning contexts may influence subsequent causal learning. In three experiments we show that identical causal learning input yields different attributions of causal capacity depending on the pre-existing categories to which the learning exemplars are assigned. There is a strong tendency to continue to use old conceptual schemes rather than switch to new ones even when the old categories are not optimal for predicting the new effect, and when they were motivated by goals that differed from the present context of causal discovery. However, we also found that the use of prior categories is dependent on the match between categories and causal effect. Whenever the category labels suggest natural kinds which can be plausibly related to the causal effects, transfer was observed. When the categories were arbitrary, or could not be plausibly related to the causal effect learners abandoned the categories, and used different categories to predict the causal effect.}, author = {Waldmann, Michael R. and Hagmayer, York }, citeulike-article-id = {776725}, doi = {10.1016/j.cogpsych.2006.01.001}, journal = {Cognitive Psychology}, keywords = {methodology, science}, month = {August}, number = {1}, pages = {27--58}, posted-at = {2008-07-25 11:46:25}, priority = {2}, title = {Categories and causality: The neglected direction}, url = {http://dx.doi.org/10.1016/j.cogpsych.2006.01.001}, volume = {53}, year = {2006} }

TY - JOUR ID - citeulike:776725 L3 - citeulike-article-id:776725 TI - Categories and causality: The neglected direction JF - Cognitive Psychology VL - 53 IS - 1 SP - 27 EP - 58 N2 - The standard approach guiding research on the relationship between categories and causality views categories as reflecting causal relations in the world. We provide evidence that the opposite direction also holds: categories that have been acquired in previous learning contexts may influence subsequent causal learning. In three experiments we show that identical causal learning input yields different attributions of causal capacity depending on the pre-existing categories to which the learning exemplars are assigned. There is a strong tendency to continue to use old conceptual schemes rather than switch to new ones even when the old categories are not optimal for predicting the new effect, and when they were motivated by goals that differed from the present context of causal discovery. However, we also found that the use of prior categories is dependent on the match between categories and causal effect. Whenever the category labels suggest natural kinds which can be plausibly related to the causal effects, transfer was observed. When the categories were arbitrary, or could not be plausibly related to the causal effect learners abandoned the categories, and used different categories to predict the causal effect. KW - methodology KW - science AU - Waldmann, Michael AU - Hagmayer, York PY - 2006/08// UR - http://dx.doi.org/10.1016/j.cogpsych.2006.01.001 ER -