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Original Article

Simplifying Causal Complexity: How Interactions Between Modes of Causal Induction and Information Availability Lead to Heuristic‐Driven Reasoning

Tina A. Grotzer

Corresponding Author

Harvard Graduate School of Education, Harvard University

Address correspondence to Tina A. Grotzer, 20 University Road, 6th Floor, Cambridge, MA 02138; e‐mail:

Tina_Grotzer@harvard.edu

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M. Shane Tutwiler

Harvard Graduate School of Education, Harvard University

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First published: 18 August 2014
Cited by: 6

ABSTRACT—

This article considers a set of well‐researched default assumptions that people make in reasoning about complex causality and argues that, in part, they result from the forms of causal induction that we engage in and the type of information available in complex environments. It considers how information often falls outside our attentional frame such that covariation falls short, mechanisms can be nonobvious, and the testimony that others offer is typically subject to the same constraints as our own perceptions. It underscores the importance of multiple modes of causal induction used in support of one another when discerning and teaching about causal complexity. It considers the importance of higher order reflection on the nature of causality that recognizes the challenging features of complex causality and how it interacts with human causal cognition.

Number of times cited: 6

  • , Knowing When Help Is Needed: A Developing Sense of Causal Complexity, Cognitive Science, 42, 2, (491-523), (2017).
  • , A study of students’ reasoning about probabilistic causality: Implications for understanding complex systems and for instructional design, Instructional Science, 45, 1, (25), (2017).
  • , Students’ reasoning when tackling electric field and potential in explanation of dc resistive circuits, Physical Review Physics Education Research, 13, 1, (2017).
  • , Introduction to special issue: models and tools for systems learning and instruction, Instructional Science, 45, 1, (1), (2017).
  • , Turning Transfer Inside Out: The Affordances of Virtual Worlds and Mobile Devices in Real World Contexts for Teaching About Causality Across Time and Distance in Ecosystems, Technology, Knowledge and Learning, 20, 1, (43), (2015).
  • , Action at an attentional distance: A study of children's reasoning about causes and effects involving spatial and attentional discontinuity, Journal of Research in Science Teaching, 52, 7, (1003-1030), (2015).