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A Knowledge Graph Approach to Elucidate the Role of Organellar Pathways in Disease via Biomedical Reports

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Published on: October 13, 2023

Violations of Core Knowledge Shape Early Learning.

Aimee E Stahl¹, Lisa Feigenson²

¹Department of Psychology, The College of New Jersey.

Topics in Cognitive Science

|October 29, 2018

Summary

This summary is machine-generated.

Infants

Keywords:

Children Expectations Infants Learning Object knowledge Surprise

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Area of Science:

Cognitive Development
Developmental Psychology
Comparative Cognition

Background:

Infants and young children exhibit surprise responses to unexpected events.
These responses suggest innate "core knowledge" expectations about the world.
The functional role of these surprise responses in learning remains underexplored.

Purpose of the Study:

To explore the role of surprise in infant and child learning.
To investigate how violations of core knowledge facilitate information acquisition.
To examine the directed nature of learning driven by surprise.

Main Methods:

Review of recent evidence on infant and child surprise responses.
Analysis of how prediction errors impact learning and hypothesis formation.
Comparative analysis with prediction error studies in humans and animals.

Main Results:

Violations of core knowledge present unique learning opportunities for infants and children.
Surprise enhances the drive to seek and retain new information relevant to the unexpected event.
This leads to the formation and testing of new hypotheses about surprising phenomena.

Conclusions:

Surprise, triggered by prediction errors, is a powerful mechanism for cognitive development.
Learning is directed by surprise, focusing on relevant aspects of the world.
Cross-species and cross-age comparisons illuminate the fundamental role of surprise in shaping thought.