Category learning processes in the light of variability: Insights from a self-regulated category learning task

Category learning is essential for making sense of the complex world around us. Unlike traditional laboratory settings, real-world learning often allows individuals to self-regulate their learning process, deciding when they have acquired sufficient knowledge to differentiate between categories. This study investigates how category variability—the extent to which exemplars within a category differ—shapes the duration of the learning process in a novel self-regulated task. Participants explored exemplars from two categories, determining for themselves when they had learned enough to categorize accurately. We found that increased variability within the focal category led participants to sample more extensively, suggesting that learners weigh the costs of continued exploration against the uncertainty introduced by environmental demands. Additionally, the variability of the counter-category emerged as a significant factor influencing the search and learning process, underscoring the relational nature of category acquisition. By examining the interplay between variability in both focal and counter-categories, this study provides novel insights into how learners acquire categories and effectively regulate their learning in response to variability.