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  1. Formalizing Neurath’s ship: Approximate algorithms for online causal learning.Neil R. Bramley, Peter Dayan, Thomas L. Griffiths & David A. Lagnado - 2017 - Psychological Review 124 (3):301-338.
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  • Working memory gating mechanisms explain developmental change in rule-guided behavior.Kerstin Unger, Laura Ackerman, Christopher H. Chatham, Dima Amso & David Badre - 2016 - Cognition 155 (C):8-22.
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  • The development of metacognitive ability in adolescence.Sarah-Jayne Blakemore Leonora G. Weil, Stephen M. Fleming, Iroise Dumontheil, Emma J. Kilford, Rimona S. Weil, Geraint Rees, Raymond J. Dolan - 2013 - Consciousness and Cognition 22 (1):264.
    Introspection, or metacognition, is the capacity to reflect on our own thoughts and behaviours. Here, we investigated how one specific metacognitive ability develops in adolescence, a period of life associated with the emergence of self-concept and enhanced self-awareness. We employed a task that dissociates objective performance on a visual task from metacognitive ability in a group of 56 participants aged between 11 and 41 years. Metacognitive ability improved significantly with age during adolescence, was highest in late adolescence and plateaued going (...)
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  • Do We “do‘?Steven A. Sloman & David A. Lagnado - 2005 - Cognitive Science 29 (1):5-39.
    A normative framework for modeling causal and counterfactual reasoning has been proposed by Spirtes, Glymour, and Scheines. The framework takes as fundamental that reasoning from observation and intervention differ. Intervention includes actual manipulation as well as counterfactual manipulation of a model via thought. To represent intervention, Pearl employed the do operator that simplifies the structure of a causal model by disconnecting an intervened-on variable from its normal causes. Construing the do operator as a psychological function affords predictions about how people (...)
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  • Inferring causal networks from observations and interventions.Mark Steyvers, Joshua B. Tenenbaum, Eric-Jan Wagenmakers & Ben Blum - 2003 - Cognitive Science 27 (3):453-489.
    Information about the structure of a causal system can come in the form of observational data—random samples of the system's autonomous behavior—or interventional data—samples conditioned on the particular values of one or more variables that have been experimentally manipulated. Here we study people's ability to infer causal structure from both observation and intervention, and to choose informative interventions on the basis of observational data. In three causal inference tasks, participants were to some degree capable of distinguishing between competing causal hypotheses (...)
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  • The development of metacognitive ability in adolescence.Leonora Weil, Stephen Fleming, Iroise Dumontheil, Emma Kilford & Rimona Weil - 2013 - Consciousness and Cognition 22 (1):264-271.
    Introspection, or metacognition, is the capacity to reflect on our own thoughts and behaviours. Here, we investigated how one specific metacognitive ability develops in adolescence, a period of life associated with the emergence of self-concept and enhanced self-awareness. We employed a task that dissociates objective performance on a visual task from metacognitive ability in a group of 56 participants aged between 11 and 41 years. Metacognitive ability improved significantly with age during adolescence, was highest in late adolescence and plateaued going (...)
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  • Memory enhancements from active control of learning emerge across development.Azzurra Ruggeri, Douglas B. Markant, Todd M. Gureckis, Maria Bretzke & Fei Xu - 2019 - Cognition 186 (C):82-94.
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  • Where science starts: Spontaneous experiments in preschoolers’ exploratory play.Claire Cook, Noah D. Goodman & Laura E. Schulz - 2011 - Cognition 120 (3):341-349.
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  • Desirable difficulties during the development of active inquiry skills.George Kachergis, Marjorie Rhodes & Todd Gureckis - 2017 - Cognition 166:407-417.
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  • Children adapt their questions to achieve efficient search.Azzurra Ruggeri & Tania Lombrozo - 2015 - Cognition 143 (C):203-216.
    One way to learn about the world is by asking questions. We investigate how younger children (7- to 8-year-olds), older children (9- to 11-year-olds), and young adults (17- to 18-year-olds) ask questions to identify the cause of an event. We find a developmental shift in children’s reliance on hypothesis-scanning questions (which test hypotheses directly) versus constraint-seeking questions (which reduce the space of hypotheses), but also that all age groups ask more constraint-seeking questions when hypothesis-scanning questions are least likely to pay (...)
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  • Seeking Confirmation Is Rational for Deterministic Hypotheses.Joseph L. Austerweil & Thomas L. Griffiths - 2011 - Cognitive Science 35 (3):499-526.
    The tendency to test outcomes that are predicted by our current theory (the confirmation bias) is one of the best-known biases of human decision making. We prove that the confirmation bias is an optimal strategy for testing hypotheses when those hypotheses are deterministic, each making a single prediction about the next event in a sequence. Our proof applies for two normative standards commonly used for evaluating hypothesis testing: maximizing expected information gain and maximizing the probability of falsifying the current hypothesis. (...)
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  • Strategy selection as rational metareasoning.Falk Lieder & Thomas L. Griffiths - 2017 - Psychological Review 124 (6):762-794.
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  • Developmental Changes in Learning: Computational Mechanisms and Social Influences.Florian Bolenz, Andrea M. F. Reiter & Ben Eppinger - 2017 - Frontiers in Psychology 8.
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