LAUSR

The present research considers statistical learning (SL) and explanation-based learning (EBL) as joint mechanisms to support the development of physical knowledge. Infants watched teaching events in which a cover was lowered over an object and released, with outcomes that violated object principles. The object became fully hidden under a cover that was much shorter, and it remained partly visible under a cover that was much taller. Next, infants watched two test events identical to the teaching events except that one of the events was modified to present a plausible outcome and thus deviated from teaching. Infants at 3.5 months readily detected the regularity in the teaching events and noticed the change in the modified test event, whereas 6.5-month-olds did not. The pattern of response was reversed (1) when 3.5-month-olds were primed to notice the violation of object principles in the teaching events, which interfered with EBL and led infants to miss the change in the modified test event; and (2) when 6.5-month-olds were provided ways to remove the violation from the teaching events, which enabled EBL and led infants to notice the change in the modified test event. Together, the results shed light on young infants' approach to learning about physical events-one that integrates SL for pattern detection and EBL for causal coherence of the rule being learned.