Aimee E Stahl

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Given the overwhelming quantity of information available from the environment, how do young learners know what to learn about and what to ignore? We found that 11-month-old infants (N = 110) used violations of prior expectations as special opportunities for learning. The infants were shown events that violated expectations about object behavior or events(More)
Throughout their 1st year, infants adeptly detect statistical structure in their environment. However, little is known about whether statistical learning is a primary mechanism for event segmentation. This study directly tests whether statistical learning alone is sufficient to segment continuous events. Twenty-eight 7- to 9-month-old infants viewed a(More)
Two experiments investigated whether infants can use their rich social knowledge to bind representations of individual objects into larger social units, thereby overcoming the three-item limit of working memory. In Experiment 1, 16-month-olds (n = 32) remembered up to four hidden dolls when the dolls had faced and interacted with each other in pairs, but(More)
This study probes how individual differences in early event perception predict later verb knowledge. At Time 1, when infants were 13 to 15months of age, they saw videotaped silent scenes performed by a human actor. The goal was to see whether infants could form categories of path (a figure's trajectory with respect to a ground object) and manner (how an(More)
Children, including infants, have expectations about the world around them, and produce reliable responses when these expectations are violated. However, little is known about how such expectancy violations affect subsequent cognition. Here we tested the hypothesis that violations of expectation enhance children's learning. In four experiments we compared(More)
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