ArticleJournal of experimental child psychology2019
Auditory information-integration category learning in young children and adults.
Article in Journal of experimental child psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
9 citing papers in PubMed.
- Category learning difficulties in ADHD across modalities and multiple learning systems.Psychonomic bulletin & review · 2025Article
- Listeners rapidly adapt to current conditions: "Good-enough" adaptation in multitalker speech perception.Journal of experimental psychology. General · 2025Article
- The spacing effect in remote information-integration category learning.Memory & cognition · 2024Article
- Procedural auditory category learning is selectively disrupted in developmental language disorder.Psychonomic bulletin & review · 2024Article
- Auditory Category Learning in Children With Dyslexia.Journal of speech, language, and hearing research : JSLHR · 2024Article
- Stable, flexible, common, and distinct behaviors support rule-based and information-integration category learning.NPJ science of learning · 2023Article
- Auditory and visual category learning in children and adults.Developmental psychology · 2023Article
- The nature of non-native speech sound representations.The Journal of the Acoustical Society of America · 2022Review
- Long-term priors constrain category learning in the context of short-term statistical regularities.Psychonomic bulletin & review · 2022Article
Corrections and comments
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Authors and funding
2 authors.
Funding
Abstract
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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.