{"pk":28810,"title":"Leveraging Thinking to Facilitate Causal Learning from Intervention","subtitle":null,"abstract":"Intervention selection is at once crucial in causal learning andchallenging for causal learners. While the optimal strategy ismaximizing the expected information gain (EIG), both chil-dren and adults often combine it with suboptimal ones suchas the positive test strategy (PTS). In the current study, wesought to facilitate causal learning from intervention by asking5- to 7-year-olds to explain why they chose a certain interven-tion to identify the true structure of a three-node causal sys-tem that might work in one of two ways. Our findings suggestthat while engaging in self-explaining did not help children se-lect more informative interventions, asking them to think abouttheir intervention choices (explaining or reporting) might helpthem better utilize interventional data to infer causal structures.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causal learning; intervention; explanation; learn-ing by thinking"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2867h2t8","frozenauthors":[{"first_name":"Yuan","middle_name":"","last_name":"Meng","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Fei","middle_name":"","last_name":"Xu","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T23:30:00+05:30","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28810/galley/18681/download/"}]}