Fig. 1: Probes adapted from developmental psychology to assess the physical concept of continuity.
From: Intuitive physics learning in a deep-learning model inspired by developmental psychology
Example probes adapted from ref. 26 to assess the physical concept of continuity11,69: objects trace a continuous path through time and space. Each row corresponds to one temporally downsampled video in a probe tuple. Checkered backgrounds were used as a cue for depth and to introduce visual diversity of our stimuli. Actual videos consist of a total of 15 frames. The top two rows are physically possible probes and the bottom two rows are physically impossible probes. Physically possible probes: in the first physically possible probe (first row), a ball rolls behind two occluders. In the second possible probe (second row), no ball is present. Physically impossible probes: these probes are formed by splicing parts of the physically possible probes into impossible events. In the first impossible probe (third row), the ball rolls behind the first occluder and emerges from the second occluder, never appearing between the two occluders. The second impossible probe (fourth row) has the opposite structure: the ball appears between the two occluders, but was never seen rolling behind the first occluder or rolling out of the second occluder.
