The role of visual working memory, fluid reasoning, and visual-spatial processing in rule-based and information-integration category learning

This study examined whether individual differences in visual working memory, fluid reasoning, and visual-spatial processing influence performance on rule-based (RB) and information-integration (II) category learning tasks. Participants completed three online tasks: a simple RB task requiring attention to one stimulus dimension (1RB), a more complex RB task requiring attention to two stimulus dimensions (2RB), and an II task. Performance was compared to standardised cognitive assessment scores.