Young children distinguish the impossible from the merely improbable.

From infancy, children show heightened interest in events that are impossible or improbable, relative to likely events. Do young children represent impossible and improbable events as points on a continuum of possibility, or do they instead treat them as categorically distinct? Here, we compared 2- and 3-y-old children's learning (N = 335) following nearly identical events that were equi-probable, improbable, or impossible. We found that children learned significantly better following impossible than possible events, no matter how unlikely. We conclude that young children distinguish between the impossible and the merely improbable.