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  1. Tool use and causal cognition: An introduction.Teresa McCormack, Christoph Hoerl & Stephen Andrew Butterfill - 2011 - In Teresa McCormack, Christoph Hoerl & Stephen Andrew Butterfill (eds.), Tool Use and Causal Cognition. Oxford: Oxford University Press. pp. 1-17.
    This chapter begins with a discussion of the significance of studies of aspects of tool use in understanding causal cognition. It argues that tool use studies reveal the most basic type or causal understanding being put to use, in a way that studies that focus on learning statistical relationships between cause and effect or studies of perceptual causation do not. An overview of the subsequent chapters is also presented.
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  • Two proposals for causal grammars.Thomas L. Griffiths & Joshua B. Tenenbaum - 2007 - In Alison Gopnik & Laura Schulz (eds.), Causal Learning: Psychology, Philosophy, and Computation. Oxford University Press. pp. 323--345.
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  • Can resources save rationality? ‘Anti-Bayesian’ updating in cognition and perception.Eric Mandelbaum, Isabel Won, Steven Gross & Chaz Firestone - 2020 - Behavioral and Brain Sciences 143:e16.
    Resource rationality may explain suboptimal patterns of reasoning; but what of “anti-Bayesian” effects where the mind updates in a direction opposite the one it should? We present two phenomena — belief polarization and the size-weight illusion — that are not obviously explained by performance- or resource-based constraints, nor by the authors’ brief discussion of reference repulsion. Can resource rationality accommodate them?
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  • Cue competition effects and young children's causal and counterfactual inferences.Teresa McCormack, Stephen Andrew Butterfill, Christoph Hoerl & Patrick Burns - 2009 - Developmental Psychology 45 (6):1563-1575.
    The authors examined cue competition effects in young children using the blicket detector paradigm, in which objects are placed either singly or in pairs on a novel machine and children must judge which objects have the causal power to make the machine work. Cue competition effects were found in a 5- to 6-year-old group but not in a 4-year-old group. Equivalent levels of forward and backward blocking were found in the former group. Children's counterfactual judgments were subsequently examined by asking (...)
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  • Children's reasoning about the causal significance of the temporal order of events.Teresa McCormack & Christoph Hoerl - 2005 - Developmental Psychology 41:54-63.
    Four experiments examined children's ability to reason about the causal significance of the order in which 2 events occurred (the pressing of buttons on a mechanically operated box). In Study 1, 4-year-olds were unable to make the relevant inferences, whereas 5-year-olds were successful on one version of the task. In Study 2, 3-year-olds were successful on a simplified version of the task in which they were able to observe the events although not their consequences. Study 3 found that older children (...)
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