Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA; Center for the Neural Basis of Cognition, University of Pittsburgh-Carnegie Mellon University, Pittsburgh, PA 15213, USA.
Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA; Center for the Neural Basis of Cognition, University of Pittsburgh-Carnegie Mellon University, Pittsburgh, PA 15213, USA.
J Exp Child Psychol. 2019 Dec;188:104673. doi: 10.1016/j.jecp.2019.104673. Epub 2019 Aug 17.
Adults outperform children on category learning that requires selective attention to individual dimensions (rule-based categories) due to their more highly developed working memory abilities, but much less is known about developmental differences in learning categories that require integration across multiple dimensions (information-integration categories). The current study investigated auditory information-integration category learning in 5- to 7-year-old children (n = 34) and 18- to 25-year-old adults (n = 35). Adults generally outperformed children during learning. However, some children learned the categories well and used strategies similar to those of adults, as assessed through decision-bound computational models. The results demonstrate that information-integration learning ability continues to develop throughout at least middle childhood. These results have implications for the development of mechanisms that contribute to speech category learning.
成年人在需要选择性关注单个维度的类别学习（基于规则的类别）方面优于儿童，因为他们的工作记忆能力更为发达，但对于需要跨多个维度整合信息的类别学习（信息整合类别）的发展差异知之甚少。本研究调查了 5 至 7 岁儿童（n=34）和 18 至 25 岁成年人（n=35）的听觉信息整合类别学习。在学习过程中，成年人通常优于儿童。然而，一些儿童很好地学习了这些类别，并使用了类似于成年人的策略，这可以通过决策边界计算模型来评估。研究结果表明，信息整合学习能力在整个儿童中期至少仍在发展。这些结果对有助于言语类别学习的机制的发展具有启示意义。
