Zobrazeno 1 - 10
of 26
pro vyhledávání: '"Frank Keil"'
Publikováno v:
npj Science of Learning, Vol 6, Iss 1, Pp 1-7 (2021)
Abstract Previous research shows that children effectively extract and utilize causal information, yet we find that adults doubt children’s ability to understand complex mechanisms. Since adults themselves struggle to explain how everyday objects w
Externí odkaz:
https://doaj.org/article/64a03cebc13742d2834dbf5e8dc968cf
Humans are often characterized as Bayesian reasoners. Here, we question the core Bayesian assumption that probabilities reflect degrees of belief. Across 8 studies, we find that people instead reason in a digital manner, assuming that uncertain infor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3f89c0e4d6c1b1566e7e961c4f19c7be
https://doi.org/10.31234/osf.io/wnszm
https://doi.org/10.31234/osf.io/wnszm
We explore the possibility that group concepts have two components: A collection of particular people and the roles and relations they occupy, which we call a ‘social structure.’ In particular, we pursue the possibility that social structure is c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::adda685a2e6e421695ae28e21af03bdf
https://doi.org/10.31234/osf.io/a3bg2
https://doi.org/10.31234/osf.io/a3bg2
Autor:
Emory Richardson, Frank Keil
Social learners frequently treat the consensus judgment of multiple informants as evidence favoring one option over another. However, in populations of social learners, learners’ informants are also learning from each other, making consensus a prod
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fd359a194f279f44a8ce26df2bf6b465
https://doi.org/10.31234/osf.io/8gkqa
https://doi.org/10.31234/osf.io/8gkqa
Autor:
Kasumi Yamamoto, Frank Keil
Publikováno v:
Proceedings of the Twentieth Annual Conference of the Cognitive Science Society ISBN: 9781315782416
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3730b39e927cd65dd41ddc6868cc1230
https://doi.org/10.4324/9781315782416-208
https://doi.org/10.4324/9781315782416-208
Autor:
Frank Keil
Publikováno v:
Character Lab Tip.
A few weeks ago, my 3-year-old granddaughter Frances asked, “Why don’t cardinals migrate?” Frances’s question surprised me, both because she knew enough to ask it and because I had no idea what the answer was. When I failed to find explanatio
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::79816d1e12c9c14cdd52626b8ae93b5c
https://doi.org/10.53776/seeing-red
https://doi.org/10.53776/seeing-red
Autor:
Amanda M. McCarthy, Frank Keil
Publikováno v:
SSRN Electronic Journal.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ce89317d61200cbbfd14cc86ff61324d
https://doi.org/10.2139/ssrn.4222742
https://doi.org/10.2139/ssrn.4222742
No privileged link between intentionality and causation: Generalizable effects of agency in language
Publikováno v:
Proceedings of the Annual Meeting of the Cognitive Science Society, vol 44, iss 44
Consider a causal claim like “Tom caused the train delay.” Previous research has shown that the extent to which Tom is seen to act intentionally (i.e., through his own agency) affects the extent to which people agree with this claim. But is this
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b51b955061ca0ce58792b6b46fd54404
https://escholarship.org/uc/item/0wd6k823
https://escholarship.org/uc/item/0wd6k823
How do adults consider explaining science to young children? We examined adult prioritization of different kinds of explanatory science content when teaching young children both in and outside of the classroom. Across five studies, we predicted and f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1a2c26d68d1f0c73db32290a506b5771
https://doi.org/10.31219/osf.io/5hpzg
https://doi.org/10.31219/osf.io/5hpzg
Autor:
Nicole Betz, Frank Keil
Biologists, lay adults, and children alike value understandings of how biological entities work, prioritizing these mechanistic explanations in learning choices from at least five years of age and onwards. Despite this, formal education of young chil
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::41951721aa444c88ffb4cbccabfd6386
https://doi.org/10.31219/osf.io/q8ds2
https://doi.org/10.31219/osf.io/q8ds2