Auditory and visual category learning in children

Category learning is a fundamental skill across modalities. Previous studies have investigated how children learn categories, primarily focusing on a single modality within a study. As a result, it is not well understood how the same children approach category learning tasks across modalities. In this study, we investigate 7-12-year-old children's ability to learn rule-based or information-integration categories in the auditory and visual modalities. Our results indicate that children learn and generalize their knowledge better for visual than auditory categories, regardless of category type, and for rule-based than information-integration categories, regardless of modality. Even so, learning was strongly correlated across all tasks. Children overwhelmingly used unidimensional rule-based strategies to learn, regardless of whether it was optimal for the task. These results demonstrate that there are individual differences in children's ability to learn perceptual categories across modalities and suggest that category learning in children is both category- and modality-general.