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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违反期望范式：概念概述。


35 年来，违背期望范式一直被用于研究生命前 3 年的期望发展。已经检查了广泛的期望，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，尽管该范式被广泛使用，并且它为心理科学做出了许多开创性的发现，但到目前为止，还没有人试图对该范式进行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，我们展示了对婴儿观看行为的改进描述，以及增加丰富的大脑和行为测量，如何帮助加深我们对婴儿对侵犯反应的理解。接下来，我们回顾一下该范式的优势和局限性。最后，我们讨论了多年来针对该范式的挑战。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范式感兴趣的科学家提供对其理论起源和发展的明智和建设性的分析。其次，我们想通过促使婴儿修改他们对世界的工作模式，来评估该范式迄今为止所揭示的关于婴儿如何对事件进行推理，以及对实验室内外的意外事件的惊讶如何导致学习。（PsycInfo 数据库记录 （c） 2024 APA，保留所有权利）。