When asking how cognition comes to take its mature form, learning seems to be an obvious
factor to consider. However, until quite recently, there has been very little contact between
investigations of how infants learn and what infants know. For example, on the one hand,
research efforts focused on infants' foundational conceptual knowledge-what they know about the
physical permanence of objects, causal relations, and human intentions-often do not consider
how learning may contribute to the structure of this knowledge.

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