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• W2513866468 abstract "Children and adults have systematic preferences for some explanations over others. They favor explanations with ‘explanatory virtues’, such as simplicity and breadth, especially when direct probabilistic evidence is unavailable. Explanatory virtues are difficult to quantify and precisely define, but advances in philosophy and experimental psychology are reinvigorating the study of explanations and their role in cognition. Explanatory preferences are consequential because explanation plays a crucial role in inference and learning. We often infer to the best explanation, or learn by explaining to others or ourselves. When people engage in such explanation-based processes, explanatory virtues are recruited as evaluative constraints. As a result, explaining can facilitate the discovery of simple hypotheses and broad patterns, but it can also lead to systematic errors. Explanations play an important role in learning and inference. People often learn by seeking explanations, and they assess the viability of hypotheses by considering how well they explain the data. An emerging body of work reveals that both children and adults have strong and systematic intuitions about what constitutes a good explanation, and that these explanatory preferences have a systematic impact on explanation-based processes. In particular, people favor explanations that are simple and broad, with the consequence that engaging in explanation can shape learning and inference by leading people to seek patterns and favor hypotheses that support broad and simple explanations. Given the prevalence of explanation in everyday cognition, understanding explanation is therefore crucial to understanding learning and inference. Explanations play an important role in learning and inference. People often learn by seeking explanations, and they assess the viability of hypotheses by considering how well they explain the data. An emerging body of work reveals that both children and adults have strong and systematic intuitions about what constitutes a good explanation, and that these explanatory preferences have a systematic impact on explanation-based processes. In particular, people favor explanations that are simple and broad, with the consequence that engaging in explanation can shape learning and inference by leading people to seek patterns and favor hypotheses that support broad and simple explanations. Given the prevalence of explanation in everyday cognition, understanding explanation is therefore crucial to understanding learning and inference." @default.
• W2513866468 created "2016-09-16" @default.
• W2513866468 creator A5052150259 @default.
• W2513866468 date "2016-10-01" @default.
• W2513866468 modified "2023-10-17" @default.
• W2513866468 title "Explanatory Preferences Shape Learning and Inference" @default.
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• W2513866468 doi "https://doi.org/10.1016/j.tics.2016.08.001" @default.
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