scholarly journals Causal structure framework of man-made disaster in construction

2021 ◽  
Vol 708 (1) ◽  
pp. 012067
Author(s):  
A Suraji
Keyword(s):  
Causal Structure ◽  
Structure Framework

scholarly journals Mechanisms, good and bad

2021 ◽  
Author(s):  
Harold Kincaid
Keyword(s):  
Philosophy Of Science ◽  
Causal Structure ◽  
A Priori ◽  
Good Science ◽  
Cause And Effect ◽  
Structure Framework ◽  
Context Specific

The claim that mechanisms are essential good science is widespread. I argue, however, that these claims are ambiguous in multiple ways. I sort out different version of the mechanism idea: (1) mechanisms that are horizontal – between cause and effect – and mechanisms that are vertical – they realize in lower-level terms causal properties –: and (2) different purposes or uses mechanisms may have. I then focus on the claim that various senses of mechanism are necessary for the confirmation of causal claims. The paper shows that mechanisms can be useful, essential, or harmful depending on context, using the now standard graphical causal structure framework. These conclusions also support the larger philosophy of science moral that methodological norms in science are often context specific and empirical, not a priori and universal.

Special, radical, failure of reduction in psychiatry

2019 ◽  
Vol 42 ◽  
Author(s):  
Don Ross
Keyword(s):  
Mental Disorder ◽  
Brain Structure ◽  
Causal Structure ◽  
Network Models ◽  
Gambling Addiction ◽  
Brain Disorder ◽  
Mental Processes ◽  
Special Radical ◽  
Intentional Relationships

AbstractUse of network models to identify causal structure typically blocks reduction across the sciences. Entanglement of mental processes with environmental and intentional relationships, as Borsboom et al. argue, makes reduction of psychology to neuroscience particularly implausible. However, in psychiatry, a mental disorder can involve no brain disorder at all, even when the former crucially depends on aspects of brain structure. Gambling addiction constitutes an example.

Blocking Is Sensitive to Causal Structure in 4-Year-Old and 8-Year-Old Children

2005 ◽  
Vol 52 (4) ◽  
pp. 264-271 ◽  
Author(s):  
Tom Beckers ◽  
Uschi Van den Broeck ◽  
Marij Renne ◽  
Stefaan Vandorpe ◽  
Jan De Houwer ◽  
...  
Keyword(s):  
Young Children ◽  
Associative Learning ◽  
Learning Theory ◽  
Causal Structure ◽  
Age Groups ◽  
Learning Task ◽  
Contingency Learning

Abstract. In a contingency learning task, 4-year-old and 8-year-old children had to predict the outcome displayed on the back of a card on the basis of cues presented on the front. The task was embedded in either a causal or a merely predictive scenario. Within this task, either a forward blocking or a backward blocking procedure was implemented. Blocking occurred in the causal but not in the predictive scenario. Moreover, blocking was affected by the scenario to the same extent in both age groups. The pattern of results was similar for forward and backward blocking. These results suggest that even young children are sensitive to the causal structure of a contingency learning task and that the occurrence of blocking in such a task defies an explanation in terms of associative learning theory.

Institutional actors: Children’s emerging beliefs about the causal structure of social roles.

2020 ◽  
Vol 56 (1) ◽  
pp. 70-80
Author(s):  
Alexander Noyes ◽  
Frank C. Keil ◽  
Yarrow Dunham
Keyword(s):  
Social Roles ◽  
Causal Structure ◽  
Institutional Actors

Institutional actors: Children’s emerging beliefs about the causal structure of social roles

2019 ◽  
Author(s):  
Alexander Noyes ◽  
Frank Keil ◽  
Yarrow Dunham
Keyword(s):  
Soccer Player ◽  
Social Roles ◽  
Social Role ◽  
Causal Structure ◽  
Executive Orders ◽  
The Social ◽  
The World ◽  
Children's Beliefs ◽  
Institutional Actors ◽  
The U.S

Institutions make new forms of acting possible: Signing executive orders, scoring goals, and officiating weddings are only possible because of the U.S. government, the rules of soccer, and the institution of marriage. Thus, when an individual occupies a particular social role (President, soccer player, and officiator) they acquire new ways of acting on the world. The present studies investigated children’s beliefs about institutional actions, and in particular whether children understand that individuals can only perform institutional actions when their community recognizes them as occupying the appropriate social role. Two studies (Study 1, N = 120 children, 4-11; Study 2, N = 90 children, 4-9) compared institutional actions to standard actions that do not depend on institutional recognition. In both studies, 4- to 5-year-old children believed all actions were possible regardless of whether an individual was recognized as occupying the social role. In contrast, 8- to 9-year-old children robustly distinguished between institutional and standard actions; they understood that institutional actions depend on collective recognition by a community.

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