Eleven-month-old infants who see a core knowledge violation preferentially explore the violating object over a novel distractor¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q2 i? After seeing either a solidity or support violation, infants reversed the standard novelty preference and spent most exploration time on the object that had violated expectations. → Stahl Aimee E. 2019

Evidence¶

Stahl Aimee E. 2019¶

Stahl Aimee E., Feigenson Lisa. (2019). Violations of Core Knowledge Shape Early Learning. Topics in Cognitive Science. https://doi.org/10.1111/tops.12389

q2 · i? · review · r2

Controlled lab experiment with 11-month-old infants who saw a single expected or surprising solidity or support event, then chose between the event object and a distractor. Infants seeing surprising outcomes "spending most of their time exploring the toy that had just violated their expectations" (Stahl & Feigenson, 2015).

"infants who had just seen the surprising outcome of either event (ball passed through wall, or car hovered in mid-air) reversed this preference, spending most of their time exploring the toy that had just violated their expectations"

Discussion¶

Related Claims¶

• Infants' exploratory behavior after a core knowledge violation is tailored to the type of violation seen — a narrower finding that bears on this claim
• Preliminary evidence that infants do not generalize surprise-induced exploration to same-category exemplars — related
• Learning enhancements from core knowledge violations are entity-specific: no benefit for unrelated bystander objects — related
• Eleven-month-old infants learn a new object-sound mapping after a surprising core knowledge violation but not after an expected outcome — related
• Core knowledge violations may be 'moderately impossible,' aligning with the Goldilocks effect on attention allocation — related
• Three- to six-year-old children learn novel verbs and nouns from a single exposure following core knowledge violations, including outside the laboratory — related
• Children's exploratory behavior is related to their question asking — related
• Impossible but not improbable events boost children's word learning, with step-like rather than graded performance — related
• Infant look-away follows a U-shaped pattern of information content, consistent with maintaining intermediate rates of information absorption (Goldilocks effect) — related