According to the Bayesian account, more knowl- edge should lead to a stronger SCE. In contrast, Jenkins, Samuelson, Smith, and Spencer (2014; see also Samuelson, Spencer & Jenkins, 2013) showed that children who had less knowledge of the familiar categories used in Xu and Tenenbaum’s task showed a strong SCE, whereas children entering with more knowledge of the English categories showed no effect. Thus, the suspicious coincidence follows a non-linear, U-shaped curve over the developmental timescale of category learning.