For over 35 years, the violation-of-expectation paradigm has been used to study the development of expectations in the first 3 years of life. A wide range of expectations has been examined, including physical, psychological, sociomoral, biological, numerical, statistical, probabilistic, and linguistic expectations. Surprisingly, despite the paradigm's widespread use and the many seminal findings it has contributed to psychological science, so far no one has tried to provide a detailed and in-depth conceptual overview of the paradigm. Here, we attempted to do just that. We first focus on the rationale of the paradigm and discuss how it has evolved over time. We then show how improved descriptions of infants' looking behavior, together with the addition of a rich panoply of brain and behavioral measures, have helped deepen our understanding of infants' responses to violations. Next, we review the paradigm's strengths and limitations. Finally, we end with a discussion of challenges that have been leveled against the paradigm over the years. Through it all, our goal was twofold. First, we sought to provide psychologists and other scientists interested in the paradigm with an informed and constructive analysis of its theoretical origins and development. Second, we wanted to take stock of what the paradigm has revealed to date about how infants reason about events, and about how surprise at unexpected events, in or out of the laboratory, can lead to learning, by prompting infants to revise their working model of the world. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

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违反预期范式：概念概述。


超过 35 年以来，违反期望范式一直被用来研究生命头 3 年期望的发展。我们对广泛的期望进行了研究，包括身体、心理、社会道德、生物、数字、统计、概率和语言期望。令人惊讶的是，尽管该范式得到了广泛的使用，并且它为心理科学做出了许多开创性的发现，但迄今为止，没有人试图对该范式提供详细而深入的概念概述。在这里，我们试图做到这一点。我们首先关注该范式的基本原理，并讨论它是如何随着时间的推移而演变的。然后，我们展示了对婴儿外观行为的改进描述，加上丰富的大脑和行为测量，如何帮助加深我们对婴儿对侵犯行为的反应的理解。接下来，我们回顾该范式的优点和局限性。最后，我们以讨论多年来针对该范式提出的挑战作为结束。通过这一切，我们的目标是双重的。首先，我们试图为心理学家和其他对该范式感兴趣的科学家提供对其理论起源和发展的知情且建设性的分析。其次，我们想要盘点该范式迄今为止所揭示的关于婴儿如何推理事件的内容，以及实验室内外对意外事件的惊讶如何通过促使婴儿修改他们的工作模式来导致学习。世界的。 （PsycInfo 数据库记录 (c) 2024 APA，保留所有权利）。