Spontaneous Assimilation of Continuous Values and Temporal Information in Causal Induction

Autor/inn/en	Marsh, Jessecae K.; Ahn, Woo-kyoung
Titel	Spontaneous Assimilation of Continuous Values and Temporal Information in Causal Induction
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 35 (2009) 2, S.334-352 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0014929
Schlagwörter	Classification; Undergraduate Students; Stimuli; Experiments; Statistical Analysis; Cognitive Measurement; Logical Thinking; Connecticut + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Anreizsystem; Erprobung; Statistische Analyse
Abstract	Existing models of causal induction primarily rely on the contingency between the presence and the absence of a causal candidate and an effect. Yet, classification of observations into these four types of covariation data may not be straightforward because (a) most causal candidates, in real life, are continuous with ambiguous, intermediate values and because (b) effects may unfold after some temporal lag, providing ambiguous contingency information. Although past studies suggested various reasons why ambiguous information may not be used during causal induction, the authors examined whether learners spontaneously use ambiguous information through a process called causal assimilation. In particular, the authors examined whether learners willingly place ambiguous observations into one of the categories relevant to the causal hypothesis, in accordance with their current causal beliefs. In Experiment 1, people's frequency estimates of contingency data reflected that information ambiguous along a continuous quantity dimension was spontaneously categorized and assimilated in a causal induction task. This assimilation process was moderated by the strength of the upheld causal hypothesis (Experiment 2), could alter the overall perception of a causal relationship (Experiment 3), and could occur over temporal sequences (Experiment 4). (Contains 5 tables, 6 figures and 8 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10