Unpopular in its day, David Hume's sprawling, three-volume A Treatise of Human Nature (1739-40) has withstood the test of time and had enormous impact on subsequent philosophical thought. Hume's comprehensive effort to form an observationally grounded study of human nature employs John Locke's empiric principles to construct a theory of knowledge from which to evaluate metaphysical ideas. A key to modern studies of eighteenth-century Western philosophy, the Treatise considers numerous classic philosophical issues, including causation, existence, freedom and necessity, and morality. (...) Unabridged republication of the edition originally published by Oxford at the Clarendon Press, London, 1888. Index. Appendix. (shrink)

Two studies with 3-, 4-, and 5-year-olds (N 104) examined whether young children can differentiate expertise in the minds of others. Study 1 revealed that all children in the sample could correctly attribute observable knowledge to familiar experts (i.e., a doctor and a car mechanic). Further, 4- and 5-year-olds could correctly attribute knowledge of underlying scientific principles to the appropriate experts. In contrast, Study 2 demonstrated that 3-, 4-, and 5-year-olds have difficulty making attributions of knowledge of scientific principles to (...) unfamiliar experts. A computational analysis in Study 3 indicated that 4- and 5-year-olds’ successes on the first two studies could not be attributed to the way in which words co-occur in discourse. Overall, these studies showed that young children have a sense of the division of cognitive labor, albeit fragile. (shrink)

In this article, we review some of the most provocative experimental results to have emerged from comparative labs in the past few years, starting with research focusing on contingency learning and finishing with experiments exploring nonhuman animals' understanding of causal-logical relations. Although the theoretical explanation for these results is often inchoate, a clear pattern nevertheless emerges. The comparative evidence does not fit comfortably into either the traditional associationist or inferential alternatives that have dominated comparative debate for many decades now. Indeed, (...) the similarities and differences between human and nonhuman causal cognition seem to be much more multifarious than these dichotomous alternatives allow. (shrink)

Interventionist Theories of Causation in Psychological Perspective.

Edited by Susan E. Carey, Harvard University, Cambridge, MA, and approved October 18, 2007 (received for review May 11, 2007).