Violations of Core Knowledge Shape Early Learning. (15th October 2018)

• Record Type: Journal Article
• Authors: Stahl, Aimee E.; Feigenson, Lisa
• Is Part Of: Topics in cognitive science. Volume 11:Number 1(2019)
• Page Start: 136
• Page End: 153
• Publication Date: 2018-10-15
• Subjects: Infants -- Children -- Object knowledge -- Surprise -- Expectations -- Learning; Cognitive science -- Periodicals; Cognitive Science -- Periodicals; 153.05
• DOI: 10.1111/tops.12389
• Languages: English
• ISSNs: 1756-8757

Abstract

Abstract: Research on cognitive development has revealed that even the youngest minds detect and respond to events that adults find surprising. These surprise responses suggest that infants have a basic set of "core" expectations about the world that are shared with adults and other species. However, little work has asked what purpose these surprise responses serve. Here we discuss recent evidence that violations of core knowledge offer special opportunities for learning. Infants and young children make predictions about the world on the basis of their core knowledge of objects, quantities, and social entities. We argue that when these predictions fail to match the observed data, infants and children experience an enhanced drive to seek and retain new information. This impact of surprise on learning is not equipotent. Instead, it is directed to entities that are relevant to the surprise itself; this drive propels children—even infants—to form and test new hypotheses about surprising aspects of the world. We briefly consider similarities and differences between these recent findings with infants and children, on the one hand, and findings on prediction errors in humans and non‐human animals, on the other. These comparisons raise open questions that require continued inquiry, but suggest that considering phenomena across species, ages, kinds of surprise, and types of learning will ultimately help to clarify how surprise shapes thought. Abstract : This paper discusses recent evidence that violations of core knowledge offer special learning opportunities for infants and young children. Children make predictions about the world from the youngest ages. When their fail to match observed data, they show an enhanced drive to seek and retain new information about entities that violated their expectations. Finally, the authors draw comparisons between children and adults, and with other species, to explore how surprise shapes thought more broadly.