[DSRP Evidence](https://dsrpevidence.org/)

# Causal Learning Across Domains

## Details

**Authors** Schulz and Gopnik

**Year** 2004

**Publisher** Developmental Psychology

**Discipline** Human Development

[Read it at the publisher](https://doi.org/10.1037/0012-1649.40.2.162) 
10.1037/0012-1649.40.2.162

## In authors' words

### Abstract

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.

### What they set out to do (purpose)

To research causal learning across domains.

### What they found (results)

Children can, “make causal judgments using patterns of independent and dependent probabilities across a range of tasks and domains.” Their research (using a screening-off technique) showed that when screening off information, preschool aged children were able to learn the causal Relationships within both biological and psychological events. Furthermore, they saw an impressive ability from the subjects (3-4 year old children) to draw causal Relationships from dependence patterns.

## Commentary

### In short

This data is indicative of the power and prevalence of Relationships, and how early they come into play cognitively. In particular, it shows that young children can learn to be more cognizant of the relationships they make in their mind; as a powerful tool to understand new concepts.

### In more detail

Yet, while we know that we have the ability to make relationships, often we make them without an awareness that we are doing so. In other words, metacognition requires recognition and explication of the relationships we make between and among things whether they are people, concepts, or other ideas. Schultz and Gopnik (2004) researched causal learning across domains. They completed five experiments that concluded that children can, “make causal judgments using patterns of independent and dependent probabilities across a range of tasks and domains.” Their research (using a screening-off technique) showed that when screening off information, preschool aged children were able to learn the causal Relationships within both biological and psychological events. Furthermore, they saw an impressive ability from the subjects (3-4 year old children) to draw causal Relationships from dependence patterns. This data is indicative of the power and prevalence of Relationships, and how early they come into play cognitively. In particular, it shows that young children can learn to be more cognizant of the relationships they make in their mind; as a powerful tool to understand new concepts.

**Patterns it shows** R

**How to cite this** Schulz and Gopnik (2004). Causal Learning Across Domains. Developmental Psychology.