Observing the unexpected enhances infants’ learning and exploration

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  • Aimee E. Stahl
    Department of Psychological & Brain Sciences, Johns Hopkins University, Baltimore, MD 21218, USA.
  • Lisa Feigenson
    Department of Psychological & Brain Sciences, Johns Hopkins University, Baltimore, MD 21218, USA.

Description

<jats:title>Learning when and what to learn</jats:title> <jats:p>Infants use “unexpectedness” as a cue for learning. Stahl and Feigenson studied how babies reacted when objects behaved in surprising ways (see the Perspective by Schulz). Babies who saw apparently solid and weighty objects moving through a wall or past the edge of a table without falling looked intently at them. When given the opportunity to explore these peculiar objects, they did so by banging them on the floor—as if to test their solidity—or dropping them—as if to test their weightiness.</jats:p> <jats:p> <jats:italic>Science</jats:italic> , this issue p. <jats:related-article xmlns:xlink="http://www.w3.org/1999/xlink" ext-link-type="doi" issue="6230" page="91" related-article-type="in-this-issue" vol="348" xlink:href="10.1126/science.aaa3799">91</jats:related-article> ; see also p. <jats:related-article xmlns:xlink="http://www.w3.org/1999/xlink" ext-link-type="doi" issue="6230" page="42" related-article-type="in-this-issue" vol="348" xlink:href="10.1126/science.aab0582">42</jats:related-article> </jats:p>

Journal

  • Science

    Science 348 (6230), 91-94, 2015-04-03

    American Association for the Advancement of Science (AAAS)

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