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Unspoken Rules: Resolving Underdetermination With Closure Principles.

Shaun Nichols¹, Jerry Gaus¹

¹Department of Philosophy, University of Arizona.

Cognitive Science

|September 5, 2018

Summary

This summary is machine-generated.

People infer rules for unspecified actions based on limited evidence. They tend to assume actions are permitted unless forbidden (Liberty Principle), especially when learning prohibitions.

Keywords:

Closure principles Moral learning Natural liberty Rules Underdetermination

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Area of Science:

Cognitive Science
Moral Psychology
Linguistics

Background:

Learning normative systems involves inferring rules for actions not explicitly stated.
Two closure principles exist: Liberty Principle (unspecified actions are permitted) and Residual Prohibition (unspecified actions are prohibited).

Purpose of the Study:

To investigate how learners infer closure principles (Liberty Principle vs. Residual Prohibition) when learning normative systems from limited evidence.
To test predictions based on pedagogical sampling principles regarding inferred closure principles.

Main Methods:

Participants were trained on either permission or prohibition rules.
Experimental designs varied the type of rules presented to assess inferred closure principles.
Behavioral data were collected across several experiments to analyze inferred principles.

Main Results:

Participants inferred the Liberty Principle when trained on prohibitions and Residual Prohibition when trained on permissions, aligning with predictions.
A bias towards inferring the Liberty Principle was observed, even when both permission and prohibition rules were presented.
The inference of the Liberty Principle was reduced when actions were potentially harmful.

Conclusions:

Learners' inference of closure principles in normative systems is influenced by the type of evidence encountered (permissions vs. prohibitions).
A general bias towards the Liberty Principle exists, but this can be modulated by factors such as potential harm.
Findings contribute to understanding how humans resolve ambiguity in rule-learning and social cognition.