Event timing and interventions are important and intertwinedcues to causal structure, yet they have typically been studiedseparately. We bring them together for the first time in an ex-periment where participants learn causal structure by perform-ing interventions in continuous time. We contrast learning inacyclic and cyclic devices, with reliable and unreliable cause–effect delays. We show that successful learners use interven-tions to structure and simplify their interactions with the de-vices and that we can capture judgment patterns with heuristicsbased on online construction and testing of a single structura
