ABSTRACT
As agents of abductive inference, children have an enviable reputation. It rests on the remarkable transition from benighted neonate to savvy and enterprising 5-year-old. During this period, children acquire a grammatical system, discover the boundaries of tolerated behavior, and begin to discern the biological and physical kinds encountered in their environment. It is no wonder that developmental psychologists often compare children's achievements to that of professional scientists embarked on their own voyage of discovery. 1 If the analogy can be sustained, it suggests that the study of cognitive development might offer clues to the successful implementation of computerized scientific activity by simulating the child's successful strategy.
