Abstract
Research on cognitive development has revealed that even the youngest minds detect and respond to events that adults find surprising. These surprise responses suggest that infants have a basic set of "core" expectations about the world that are shared with adults and other species. However, little work has asked what purpose these surprise responses serve. Here we discuss recent evidence that violations of core knowledge offer special opportunities for learning. Infants and young children make predictions about the world on the basis of their core knowledge of objects, quantities, and social entities. We argue that when these predictions fail to match the observed data, infants and children experience an enhanced drive to seek and retain new information. This impact of surprise on learning is not equipotent. Instead, it is directed to entities that are relevant to the surprise itself; this drive propels children-even infants-to form and test new hypotheses about surprising aspects of the world. We briefly consider similarities and differences between these recent findings with infants and children, on the one hand, and findings on prediction errors in humans and non-human animals, on the other. These comparisons raise open questions that require continued inquiry, but suggest that considering phenomena across species, ages, kinds of surprise, and types of learning will ultimately help to clarify how surprise shapes thought.