 Several researchers have proposed that generic sentences articulate cognitively fundamental, default generalizations, and that quantified statements, in contrast, articulate cognitively more sophisticated ones (e.g., Cimpian and Erickson 2012; Gelman 2010; Leslie 2007, 2008, 2012). Generics are acquired early in development, by approximately 30 months of age (Gelman, Goetz, Sarnecka and Flukes 2008; Gelman and Raman 2003; Graham, Nayer and Gelman 2010). By 30 months, children understand that generics tolerate exceptions (Gelman and Raman 2003), and several studies have found that children’s judgments of generics are similar to adults’ judgments throughout the preschool years (e.g., Brandone, Cimpian, Leslie and Gelman 2012; Brandone, Gelman, Hedglen 2015; Hollander, Gelman and Star 2002). Interestingly, preschool children, like adults, understand that, e.g., “birds lay eggs” can be true yet “birds are girls” false, even though only “girl” birds lay eggs. Thus even preschoolers understand at least some of the “troublesome” generics—the generics that cause difficulties for the standard semantic analyses of generics—in the same way that adults do.