114 Teaching Minds very small. We keep learning about walking throughout our lives be- cause things change. Babies predict what will happen when they cry. They don’t start out making such predictions. They learn to expect results that they have already experienced. These are scripts, and I have discussed them at length elsewhere.’ Scripts are acquired naturally as a result of re- peated sequences of events. We predict what will happen next because we know the script. Scripts are not normally taught because they are readily acquired from living. But what if you want to teach them? You might want to teach them in a situation where someone’s new job is a script and rather than learn that job from repeated experience, there is a desire to jump-start the process by simply teaching the script. How can we do this? There is also prediction that is not script-based. In other words, there could well be a script but the predictor doesn’t know it. How can one learn to predict well if one does not have a script? And lastly, there is often the need to predict when there couldn't possibly be a script because what needs to be predicted is novel, at least to the predictor. How can the prediction be made? More impor- tant, how can someone be taught to predict in that kind of situation? These, then, are the three aspects of prediction: learning a script; functioning without a script because it isn’t known; and predicting when there is no script. How do we teach these things? Scripts are learned through repeti- tion. No one seeks to explain to a child that since she will be doing something again and again, she will now memorize the steps before she tries it out for the first time. Instead, we take the child through the steps until she has learned them. There is no need to try to teach a child scripts (such as how restaurants function or airplane rides go or school procedure works). We can say some words about these things, of course, but the learning comes from repeated practice n