Audiovisual category learning for novel dynamic stimuli

The present study investigates how children aged 5–13 years integrate visual (shape, motion) and auditory (sound) cues when learning novel object categories. Participants first learned to categorise novel objects based on shape, motion, and sound combinations. We then examined how categorisation performance changed when motion or sound cues were altered, removed, or made uninformative. An adult comparison group was also included to explore developmental differences in multimodal cue integration. This work aims to address two central questions: Do children use object motion and sound to support categorisation when shape is fully informative? Does the influence of motion and sound on categorisation change across development?