We are interested in determining how young children understand basic concepts of science, and how they use these concepts in their reasoning about the world. For example, why do young children believe that a big cylinder sinks faster than a small cylinder? Our research is guided by the hypothesis that children, like adults, use their ability to coordinate isolated pieces of information into higher-order patters. Our experiments are simple reasoning games for children between 1 and 12 years old, either on the computer or with real-life objects. Children’s answers allow us to understand how beliefs and ideas emerge spontaneously. Click here to participate!