Critical thinking about causality Flashcards

1
Q

What four premises guide the purpose and organisation of this article regarding causal inference and developmental psychology?

A
  • causal inference is essential to accomplishing the goals of developmental psychologists
  • In many analyses psychologists are attempting causality but doing so badly
  • Assumptions should be identified explicitly and checked empirically and conceptually
  • Once introduced to the broader issues, developmental psychologists will recognise the central importance of causal inference and embrace the methods
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2
Q

What is often the reason for psychologists doing causality so poorly?

A

often employ implicit or even implausible assumptions. These assumptions are both statistical (such as linearity) and conceptual
(such as no unobserved confounding.)

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3
Q

What are missing in the methods of causal inference in developmental psychology?

A

An overarching framework in which to embed comparisons of alternative approaches

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4
Q

What is meant by the ignorability assumption?

A

assumption of no unobserved confounding

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5
Q

When acknowledging that causal inference cannot be made in an article, what two dissatisfying and possibly misleading directions do many articles tack in?

A

The authors hold causal inference as unattainable, which is not practically useful. Authors can also rely on longitudinal studies tio make a leap from correlational to causal. Unfortunately, they often apply tools that have limitations for performing causal inference, such as linear regression, and make implausible assumptions about the nature of the association of interest

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6
Q

Give 3 reasons as to why causal inference is needed

A
  • to improve life causal inference is needed
  • causal thinking is unavoidable
  • Even if scientists can distinguish causal and association results, many lay people cannot
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7
Q

Is the observed effect or association usually stronger? Explain

A

When one manipulates one variable in order to influence another, the (causal) impact on the effect will often be smaller than the association observed in data. What has happened is that part of that relationship was explained by other, third factors (confounders or omitted variables) that were unaffected by the manipulation.

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8
Q

What two conceptual tools are especially helpful in moving from associations to causal relationships?

A
  • Directed Acyclic graph (DAG)

- Potential outcomes framework

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9
Q

What requirement of moving from association to causality is DAG particularly useful with?

A

Ruling out potential confounders and covariates

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10
Q

What is meant by the causal markov assumption?

A

The absence of a path implies the absence of a relationship

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11
Q

What requirements are there for a dag, as suggested by the name?

A

All paths must have directions, the effects should not be cyclical

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12
Q

Should a variable be placed in a DAG if it is unobserved, unmeasured or otherwise unavailable?

A

Yuh

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13
Q

How is a DAG structurally stable?

A

An intervention on one component of the model does not alter the broader structure. Intervening on a variable may change how it relates to other variables statistically

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14
Q

What other two preferences does the DAG assume?

A

The DAG also assumes a preference for simplicity and probabilistic stability. Simplicity means that models that represent data with fewer linkages are preferred to the more complex. Stability refers to the robustness of a set of relationships across a range of possible magnitudes.

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15
Q

What three traditional criteria must be satisfied in order to imply causality?

A

Priority: Change x precedes change y
Consistency: Change x varies systematically with change y
Exclusivity: no alternative explanation for relationship

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16
Q

What problems arise with this criteria?

A

Priority can can post hoc ergo propter hoc reasoning errors
Two variables can be consistently correlated but no causal effect
One variable can cause another but this mightn’t be the only with the dependent variable occurs (exclusivity)

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17
Q

What name is given to conditions which are causal but do not satisfy exclusivity?

A

INUS conditions

Insufficient but
Non redundant part of an
Unnecessary but
Sufficient condition

18
Q

How can we check for non redundancy in an ideal way?

A

We try to compare observations we make with a good counterfactual:

A perfect counterfactual is knowledge of what would have happened to each participant if they had not undergone a certain manipulation however in reality this does not exist

19
Q

How can we check for non redundancy in reality?

A

By creating different conditions ( controls etc)

20
Q

What three observations did foster make regarding the ‘swamp of ambiguity’ in research regarding causality?

A

1) Ignore causality- Many authors simply report the correlations they find
2) Statements of causality but unclear assumptions- often based on correlational data
3) Pseudo correlational statements- clearly implying causality without making a direct statements

21
Q

If dealing with a 3 variable DAG model with a common cause how would you examine the direct effect between the other two variables?

A

Control for the common cause

22
Q

What is meant by the purification principle?

A

The idea that the more control variables are included in a model, the more accurate the estimation of the causal effect is

23
Q

What problems arise with the purification principle (2)

A

Problem of overcorrection: controlling for mediators on the causal path can lead to an underestimation of the total cause effects

Collider bias: controlling for common effects will bias the estimation relationship between the two variables

24
Q

What is a collider?

A

A variable with two or more common causes

25
Q

What is often the effect of controlling for a collider variable?

A

Creates a spurious or biased relationship between the two common cause variables (NBA length x speed example)

26
Q

What three ways can three variables be related in a DAG?

A

(1) Confound: Z causes both X and Y. Thus, they will be related because of their link to Z (common
cause) .
(2) Mediator: the effect of X on Y is indirect; X causes Z, Z in turn causes Y.
(3) Collider: X and Y both cause Z (common effect).

27
Q

What do we control for each of these relationships?

A

Confound: By controlling for Z we can make clear if there is a causal relationship between X and Y, or just
the correlation caused by their link to Z.
Mediator: We should only control for Z if we want to know the direct relationship between X and Y.
Collider: • If we control for Z, there will be a negative correlation between X and Y: if one becomes less
likely, the other becomes more likely. X and Y can’t be both false. So, in short: don’t control for Z in this case.

28
Q

What is meant by controlling for this variable Z?

A

checking if the original relationship between X and Y still occurs if we look at the different levels of the third variable (Z) separately.

29
Q

What does the need for controlling a variable depend on?

A

Whether we want to do this depends on how we think the variables are related. This should be substantiated and explicitly stated.

30
Q

What two benefits does randomisation bring?

A

(1) It eliminates confounder bias and;

(2) enables the researcher to quantify his uncertainty.

31
Q

What is meant by confounder bias?

A

when a variable influences the entities selected for the treatment and the outcome of it.

32
Q

How do you know if a variable is a confounder?

A

If there is a difference when you adjust and not adjust for something, that something is a confounder.

33
Q

What is meant by over controlling?

A

adjusting for many more variables than is needed. This can lead to an underestimation of the total causal effect.

34
Q

How can you deconfound two variables X and Y?

A

we need to block every path between them without blocking or disturbing any causal paths: we only need to block every back-door path.

35
Q

What is meant by a back door path?

A

an undirected path from X to Y that starts with an arrow pointing into X.

36
Q

What is a quasi-experiment

A

an experiment in which there is no random assignment because this is not possible.

37
Q

What benefits are there to quasi-experiments in comparison to correlational studies?

A

(1) They force cause to precede effect by manipulating the presumed cause and then observing the
effect and;
(2) they allow the researcher to control some (but not all) of the third-variable alternative
explanations.

38
Q

What two tools are used in order to attempt a counterfactual in quasi-experimental research?

A

(1) observing the same unit over time and;
(2) trying to make nonrandom control groups as similar as possible to the treatment group (=
matching) .

39
Q

What is meant by an inversion of cause and effect?

A

concluding that a lack of X results in a lack of Y, because X causes Y.

40
Q

What 7 threats to causal inference did campbell Identify? (Trash ‘im)

A

(1) History = events, occurring simultaneously with treatment, that could change performance.
(2) Maturation = naturally occurring changes over time.
(3) Selection = systematic differences over conditions in characteristics that could cause the effect.
(4) Attrition = a loss of participants during the experiment.
(5) Instrumentation = a change in the nature of a measure over time or conditions.
(6) Testing = when exposure to a test affects subsequent test scores.
(7) Regression to the mean = when units are selected for their extreme scores, they will usually have
less extreme scores the second time, or on other variables.