During learning, humans often benefit from curricula that teach simple rules before exceptions. However, we lack a computational explanation for this phenomenon. Here, using a canonical behavioural task and modelling with neural networks, we develop and test a theory for why simple-to-complex curricula succeed. We show that during learning, both humans and neural networks show simplicity biases, a tendency to learn simple rules that are underfit to the data. In neural networks this bias is accompanied by compression of neural representations. Simple-to-complex curricula help both types of learners overcome this compression, developing representations (and policy) with appropriate dimensionality for the task. We test and confirm a further prediction from this theory: learners that have been pre-exposed to simple tasks and with more compressed initial representations benefit more from curricula. These findings suggest that curricula help with ``unlearning'' of simple rules.

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