Auditory and Visual Category Learning in Children and Adults

Autor/inn/en	Roark, Casey L.; Lescht, Erica; Hampton Wray, Amanda; Chandrasekaran, Bharath
Titel	Auditory and Visual Category Learning in Children and Adults
Quelle	In: Developmental Psychology, 59 (2023) 5, S.963-975 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roark, Casey L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001525
Schlagwörter	Children; Preadolescents; Adults; Learning Modalities; Visual Learning; Aural Learning; Age Differences; Cognitive Processes; Visual Perception; Auditory Perception; Interaction; Cognitive Development; Auditory Stimuli; Visual Stimuli; Classification; Accuracy; Performance; Short Term Memory + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Lernumgebung; Visual education; Visuelles Lernen; Baugestaltung; Age; Difference; Age difference; Altersunterschied; Cognitive process; Kognitiver Prozess; Visuelle Wahrnehmung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Interaktion; Kognitive Entwicklung; Auditive Stimulation; Classification system; Klassifikation; Klassifikationssystem; Achievement; Leistung; Kurzzeitgedächtnis
Abstract	Categories are fundamental to everyday life and the ability to learn new categories is relevant across the lifespan. Categories are ubiquitous across modalities, supporting complex processes such as object recognition and speech perception. Prior work has proposed that different categories may engage learning systems with unique developmental trajectories. There is a limited understanding of how perceptual and cognitive development influences learning as prior studies have examined separate participants in a single modality. The current study presents a comprehensive assessment of category learning in 8-12-year-old children (12 female; 34 white, 1 Asian, 1 more than one race; M household income $85-$100 K) and 18-61-year-old adults (13 female; 32 white, 10 Black or African American, 4 Asian, 2 more than one race, 1 other; M household income $40-55 K) in a broad sample collected online from the United States. Across multiple sessions, participants learned categories across modalities (auditory, visual) that engage different learning systems (explicit, procedural). Unsurprisingly, adults outperformed children across all tasks. However, this enhanced performance was asymmetrical across categories and modalities. Adults far outperformed children in learning visual explicit categories and auditory procedural categories, with fewer differences across development for other types of categories. Adults' general benefit over children was due to enhanced information processing, while their superior performance for visual explicit and auditory procedural categories was associated with less cautious correct responses. These results demonstrate an interaction between perceptual and cognitive development that influences learning of categories that may correspond to the development of real-world skills such as speech perception and reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01