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The world of the infant is not a “blooming, buzzing confusion” as was once thought (James, 1890, p. 488). Instead, infants rapidly detect regularities in their environments to bring order to what they see and hear (Romberg & Saffran, 2010). This sensitivity to regularities allows infants to quickly learn rou-tines, but it comes at a price: Infants and children show strik-ing limitations in their abilities to break out of habitual ways of thinking and behaving. For example, after repeatedly watching a toy being hidden in one location, infants rapidly detect the regularity of where the toy usually is and learn to search there. Then, even after seeing the toy hidden in a different location, infants continue to search for it in the first location (Piaget, 1954). Similarly, children can rapidly learn a habit of sorting cards by one rule (e.g., sorting on the basis of color), and they continue to follo