Many philosophers and psychologists argue that causal inferences are solely based on the observation of contingencies between potential causes and effects. By contrast, causal-model theory postulates that the interpretation of the learning input is governed by prior causal assumptions. Simpson's paradox is an example of this basic claim of causal-model theory. Identical observations may result in dramatically different causal impressions depending on the partitioning of the event space. Tw o experiments are presented that show that participants' assessment of a contingency between a potential cause and an effect is moderated by their background assumptions about the causal relevance of additional variables, and the ordering of the learning items. Despite the fact that all participants received identical learning inputs, participants' assumptions about the causal relevance of an additional grouping variable led either to the impression that the cause facilitated the effect or to an impression that it prevented the effect. Thus, the acquisition of new causal knowledge is crucially dependent on causal knowledge that is already available at the outset of the induction process.