Benefits of synchronous presentation of multisensory compared to unisensory cues are well established. However, the generality of such findings to children's learning with visual and haptic sensory cue pairings is unclear. Children aged 6 to 10 years (N = 180) participated in a novel tabletop category‐learning paradigm with visual, haptic, or visuohaptic informative cues. The results indicated that combinations of complimentary visual and haptic cues facilitated learning above unisensory visual cues only in 8‐year‐old children. Primarily, however, haptic information was found to dominate children's category learning across ages, particularly in the youngest children (6‐year‐olds), even with equal discriminability of haptic and visual exemplars. These findings suggest developmental changes in the ability to effectively combine unrelated visual and haptic information for categorical learning. Implications for the use of nonpertinent visuohaptic cues in learning tasks within educational settings at different ages, and in particular the dominance of haptic stimuli for children's learning, are discussed.

中文翻译：

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触摸和外观：视觉触觉提示在小学生分类学习中的作用

与单感觉线索相比，多感觉同步呈现的好处已得到充分确立。然而，尚不清楚这些发现对儿童的视觉和触觉感觉提示配对的普遍性。6至10岁的儿童（N= 180）参加了具有视觉，触觉或视觉触觉提示的新型桌面类别学习范例。结果表明，仅在8岁的儿童中，互补的视觉和触觉提示的组合可促进学习高于单感觉视觉提示。但是，主要发现，触觉信息在各个年龄段的儿童类别学习中均占主导地位，特别是在最小的儿童（6岁）中，即使触觉和视觉样本的可分辨性相同。这些发现表明有效地结合无关的视觉和触觉信息进行分类学习的能力的发展变化。在不同年龄的教育环境中在学习任务中使用无关的视觉触觉提示的含义，尤其是触觉刺激在儿童学习中的优势，