Abstract

Recent evidence suggests that the ability to learn abstract rules from visual sequences (Rule Learning, RL) is modulated by visuo-spatial working memory. However, there is no direct evidence of this relationship, especially during the first year of life. The present study aims to investigate the effect of working memory load on visual RL in three-month-old infants by manipulating how the rule is presented (simultaneous vs. sequential). The results show that infants learn the rule only when the items are delivered simultaneously, emphasizing the direct link between visuo-spatial working memory and visual RL abilities.