- PAR ID:
- 10437296
- Date Published:
- Journal Name:
- Proceedings of the AAAI Conference on Artificial Intelligence
- Volume:
- 37
- Issue:
- 12
- ISSN:
- 2159-5399
- Page Range / eLocation ID:
- 14144 to 14152
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Counterfactuals are often described as 'retrospective,' focusing on hypothetical alternatives to a realized past. This description relates to an often implicit assumption about the structure and stability of exogenous variables in the system being modeled –– an assumption that is reasonable in many settings where counterfactuals are used. In this work, we consider cases where we might reasonably make a different assumption about exogenous variables, namely, that the exogenous noise terms of each unit do exhibit some unit-specific structure and/or stability. This leads us to a different use of counterfactuals — a 'forward-looking' rather than 'retrospective' counterfactual. We introduce counterfactual treatment choice, a type of treatment choice problem that motivates using forward-looking counterfactuals. We then explore how mismatches between interventional versus forward-looking counterfactual approaches to treatment choice, consistent with different assumptions about exogenous noise, can lead to counterintuitive results.more » « less
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Abstract The ability to engage in counterfactual thinking (reason about what else
could have happened) is critical to learning, agency, and social evaluation. However, not much is known about how individual differences in counterfactual reasoning may play a role in children's social evaluations. In the current study, we investigate how prompting children to engage in counterfactual thinking about positive moral actions impacts children's social evaluations. Eighty‐seven 4‐8‐year‐olds were introduced to a character who engaged in a positive moral action (shared a sticker with a friend) and asked about whatelse the character could have done with the sticker (counterfactual simulation). Children were asked to generate either a high number of counterfactuals (five alternative actions) or a low number of counterfactuals (one alternative action). Children were then asked a series of social evaluation questions contrasting that character with one who did not have a choice and had no alternatives (was told to give away the sticker to his friend). Results show that children who generatedselfish counterfactuals were more likely to positively evaluate the character with choice than children who did not generate selfish counterfactuals, suggesting that generating counterfactuals most distant from the chosen action (prosociality) leads children to view prosocial actions more positively. We also found age‐related changes: as children got older, regardless of the type of counterfactuals generated, they were more likely to evaluate the character with choice more positively. These results highlight the importance of counterfactual reasoning in the development of moral evaluations.Research Highlights Older children were more likely to endorse agents who
choose to share over those who do not have a choice.Children who were prompted to generate more counterfactuals were more likely to allocate resources to characters with choice.
Children who generated selfish counterfactuals more positively evaluated agents with choice.
Comparable to theories suggesting children punish willful transgressors more than accidental transgressors, we propose children also consider free will when making positive moral evaluations.
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