The authors outline a cognitive and computational account of causal learning in children. They propose that children use specialized cognitive systems that allow them to recover an accurate “causal map ” of the world: an abstract, coherent, learned representation of the causal relations among events. This kind of knowledge can be perspicuously understood in terms of the formalism of directed graphical causal models, or Bayes nets. Children’s causal learning and inference may involve computations similar to those for learning causal Bayes nets and for predicting with them. Experimental results suggest that 2to 4-year-old children construct new causal maps and that their learning is consistent with the Bayes net formalism.

Causal models defined in terms of a collection of equations, as defined by Pearl, are axiomatized here. Axiomatizations are provided for three successively more general classes of causal models: (1) the class of recursive theories (those without feedback), (2) the class of theories where the solutions to the equations are unique, (3) arbitrary theories (where the equations may not have solutions and, if they do, they are not necessarily unique). It is shown that to reason about causality in the most general third class, we must extend the language used by Galles and Pearl (1997, 1998). In addition, the complexity of the decision procedures is characterized for all the languages and classes of models considered. 1. Introduction The important role of causal reasoning---in prediction, explanation, and counterfactual reasoning---has been argued eloquently in a number of recent papers and books (Chajewska & Halpern, 1997; Heckerman & Shachter, 1995; Henrion & Druzdzel, 1990; Druzdz...

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This paper reports the methods and results of a computer-based search for causal relationships in gene-regulation pathway of galactose metabolism in the yeast Saccharomyces cerevisiae. The search uses recently published data from cDNA microarray experiments. A Bayesian method was applied to learn causal networks from a mixture of observational and experimental gene-expression data. The observational data were gene-expression levels obtained from unmanipulated “wild-type ” cells. The experimental data were produced by deleting (“knocking out”) genes and observing the expression levels of other genes. Causal relations predicted from the analysis on 36 galactose gene pairs are reported and compared with known galactose pathway. Additional exploratory analyses are also reported. 1

observational and interventional learning of a simple causal chain, and to ascertain whether people represent their interventions in accordance with the normative model proposed by Pearl (2000). In the observation condition people treated putative causes as independent, and systematically selected the wrong model. In the intervention condition performance improved, in particular greater sensitivity was shown to the relevant conditional independencies. However, participants' likelihood judgments approximated the observed frequencies rather than reflecting the appropriate causal model.

A number of authors have considered multivariate Gaussian models for marginal independence. In this paper we develop models for binary data with the same independence structure. The models can be parameterized based on Möbius inversion and maximum likelihood estimation can be performed using a version of the Iterated Conditional Fitting algorithm. The approach is illustrated on a simple example. Relations to multivariate logistic and dependence ratio models are discussed.

This paper deals with the problem of estimating the probability of causation, that is, the probability that one event was the real cause of another, in a given scenario. Starting from structural-semantical definitions of the probabilities of necessary or sufficient causation (or both), we show how to bound these quantities from data obtained in experimental and observational studies, under general assumptions concerning the data-generating process. In particular, we strengthen the results of Pearl (1999) by presenting sharp bounds based on combined experimental and nonexperimental data under no process assumptions, as well as under the mild assumptions of exogeneity (no confounding) and monotonicity (no prevention). These results delineate more precisely the basic assumptions that must be made before statistical measures such as the excess-risk-ratio could be used for assessing attributional quantities such as the probability of causation. 1

Five studies investigated (a) children’s ability to use the dependent and independent probabilities of events to make causal inferences and (b) the interaction between such inferences and domain-specific knowledge. In Experiment 1, preschoolers used patterns of dependence and independence to make accurate causal inferences in the domains of biology and psychology. Experiment 2 replicated the results in the domain of biology with a more complex pattern of conditional dependencies. In Experiment 3, children used evidence about patterns of dependence and independence to craft novel interventions across domains. In Experiments 4 and 5, children’s sensitivity to patterns of dependence was pitted against their domain-specific knowledge. Children used conditional probabilities to make accurate causal inferences even when asked to violate domain boundaries. The past two decades of research have demonstrated that young children understand cause and effect in a wide range of contexts. By the age of 4, children’s folk physics includes knowledge about the causal relationship between object properties and object motion

A finite data set is consistent with infinitely many alternative theories. Scientific realists recommend that we prefer the simplest one. Anti-realists ask how a fixed simplicity bias could track the truth when the truth might be complex. It is no solution to impose a prior probability distribution biased toward simplicity, for such a distribution merely embodies the bias at issue without explaining its efficacy. In this note, I argue, on the basis of computational learning theory, that a fixed simplicity bias is necessary if inquiry is to converge to the right answer efficiently, whatever the right answer might be. Efficiency is understood in the sense of minimizing the least fixed bound on retractions or errors prior to convergence. Keywords: learning, induction, simplicity, Ockham’s razor, realism, skepticism 1

computation. In preparation. Address for correspondence: