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.

Abstract. This paper proposes cognitive developmental robotics as a new principle for the design of humanoid robots. This principle may provide ways of understanding human beings that go beyond the current level of explanation found in the natural and social sciences. Furthermore, a methodological emphasis on humanoid robots in the design of artificial creatures holds promise because they have many degrees of freedom and sense modalities and, thus, must face the challenges of scalability that are often side stepped in simpler domains. We examine the potential of this new principle as well as issues that are likely to be important to CDR in the future. 1

Three experiments addressed the relative importance of original function and current function in artifact categorization. Subjects were asked to judge whether an artifact that was made for one purpose (e.g. making tea) and was currently being used for another purpose (e.g. watering flowers) was a teapot or a watering can. Experiment 1 replicated the finding by Hall (1995) (unpublished manuscript) that adults rely on the original function of an artifact over a current function in their kind judgments. Experiments 2 and 3 revealed that whereas the kind judgments of 6-year-olds, like those of adults, patterned with the original function, those of 4-year-olds did not. Four-year-olds were influenced by the order in which the functions were mentioned in the story. Further, in their justifications 6-year-olds and adults referred to the origin of the objects, whereas 4-year-olds virtually never did. We conclude that 6-year-olds have begun to organize their understanding of artifacts around the notion of original function, and that 4-year-olds have not. The data are discussed as they bear on children's understanding of the design stance (Dennett, D. C. (1987). The intentional stance. Cambridge,

. This paper suggests that a distinction between knowledge acquisition methods should be made. On the one hand there are methods which aim to help the expert and knowledge engineer analyse what knowledge is involved in solving a particular type of problem and how this problem solving is carried out. These methods are concerned with classifying the different types of problem solving and providing tools and methods to help the knowledge engineer identify the appropriate approach and ensure nothing is omitted.. A different approach to knowledge acquisition focuses on ensuring incremental addition of validated knowledge as mistakes are discovered (validated knowledge here means only that the earlier performance of the system is not degraded by the addition of new knowledge). The organisation of this knowledge is managed by the system rather than the expert and knowledge engineer. This would seem to correspond to human incremental development of expertise. From this perspective...

1 Situated Support for Learning: Storm’s Weekend with Rachael While much attention has been paid to the content of support for learning, less attention has been given to its context. This paper introduces the notion of “situated support, ” and argues that the identity of the source of support and the connectedness of that support to other elements of the learning environment are of primary importance. MOOSE Crossing is a text-based virtual reality environment (or “MUD”) designed to be a constructionist learning environment for children eight to thirteen years of age. A microanalysis is presented of the situated nature of support for learning on MOOSE Crossing over the course of one weekend where a twelve-year-old girl learned to write simple computer programs.

Computer programming environments for learning should make it easy to create worlds of responsive and autonomous objects, such as video games or simulations of animal behavior. But building such worlds remains difficult, partly because the models and metaphors underlying traditional programming languages are not particularly suited to the task. This dissertation investigates new metaphors, environments, and languages that make possible new ways to create programs -- and, more broadly, new ways to think about programs. In particular, it introduces the idea of programming with "agents" as a means to help people create worlds involving responsive, interacting objects. In this context, an agent is a simple mechanism intended to be understood through anthropomorphic metaphors and endowed with certain lifelike properties such as autonomy, purposefulness, and emotional state. Complex behavior is achieved by combining simple agents into more complex structures. While the agent metaphor enables...

We suggest that the dramatically engaging mediation of an experience of place should be built in as a fundamental capability of a compelling and meaningful virtual environment (VE). Our main objective is to develop flexible interactive techniques that supply VE's with a coherent context and make the resulting `virtual place' available to the user in a dramatically engaging way.

The current study examined the causal status effect (weighing cause features more than effect features in categorization) in children. Adults (Study 1) and 79-year-old children (Study 2) learned descriptions of novel animals, in which one feature caused two other features. When asked to determine which transfer item was more likely to be an example of the animal they had learned, both adults and children preferred an animal with a cause feature and an effect feature rather than an animal with two effect features. This study is the rst direct demonstration of the causal status effect in children. # 2000 Elsevier Science B.V. All rights reserved.

In two studies, the authors investigated 2- and 3-year-old children’s awareness of the normative structure of conventional games. In the target conditions, an experimenter showed a child how to play a simple rule game. After the child and the experimenter had played for a while, a puppet came (controlled by a 2nd experimenter), asked to join in, and then performed an action that constituted a mistake in the game. In control conditions, the puppet performed the exact same action as in the experimental conditions, but the context was different such that this act did not constitute a mistake. Children’s normative responses to the puppet’s acts (e.g., protest, critique, or teaching) were scored. Both age groups performed more normative responses in the target than in the control conditions, but the 3-year-olds did so on a more explicit level. These studies demonstrate in a particularly strong way that even very young children have some grasp of the normative structure of conventional activities.

WayMaker" is a tool enabling non-professionals to create digital layouts for large-scale graphical virtual environments. The design tool is based on "elements of the city image" as described by the urban planner, Kevin Lynch (1960). Ultimately, WayMaker should be situated within a virtual environment so that output from the tool is transformed as extensions to the virtual world. Here we describe an initial prototype that simulates a virtual domain through a series of composited frames. Our work with users informs continued development of the tool. We also plan usage studies conducted from a cognitive science perspective, examining issues of constructive learning and spatial cognition. This work may not be copied or reproduced in whole or in part for any commercial purpose. Permission to copy in whole or in part without payment of fee is granted for nonprofit educational and research purposes provided that all such whole or partial copies include the following: a notice that such copying is by permission of MERL - A Mitsubishi Electric Research Laboratory, of Cambridge, Massachusetts; an acknowledgment of the authors and individual contributions to the work; and all applicable portions of the copyright notice. Copying, reproduction, or republishing for any other purpose shall require a license with payment of fee to MERL - A Mitsubishi Electric Research Laboratory. All rights reserved. Copyright MERL - A Mitsubishi Electric Research Laboratory, 1998 201 Broadway, Cambridge, Massachusetts 02139 2 Long ago the urban theorist Kevin Lynch pointed out the fundamental relationship between human cognition and urban form --- the importance of the learned mental maps that knowledgeable locals carry about inside their skulls. These mental maps, together with the landmarks and ed...