The Effect of Likelihood and Surprise on Children’s Learning
Stahl, Aimee E.
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Infants and children learn better following physically impossible, surprising events than closely matched events that are physically possible and therefore unsurprising. However, infants and children also readily detect events that are surprising on the basis of being improbable, rather than impossible. Here we asked whether events that are surprising because they are merely improbable (not impossible) also boost learning.
Department of Psychology
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