Design and Learning (02-11-20)

Walker, Rett, and Bonawitz link design cues and learning. They studied if an object’s “design can facilitate recognition of abstract causal rules [systems]. In Experiment 1, . . . three-year-olds were presented with evidence consistent with a relational rule (i.e., pairs of same or different blocks activated a machine) using two differently designed machines. In the standard-design condition, blocks were placed on top of the machine; in the relational-design condition, blocks were placed into openings on either side. In Experiment 2, we assessed whether this design cue could facilitate adults’ . . . inference of a distinct conjunctive cause (i.e., that two blocks together activate the machine). Results of both experiments demonstrated that causal inference is sensitive to an artifact’s design: Participants in the relational-design conditions were more likely to infer rules that were a priori unlikely. . . . These findings have clear implications for creating intuitive learning environments.”

Caren Walker, Alexandra Rett, and Elizabeth Bonawitz. 2020. “Design Drives Discovery in Causal Learning.”  Psychological Science, vol. 31, no. 2, pp. 129-138,