Cited by Lee Sonogan
Abstract by Louisa Bogaerts, Noam Siegelman, Ram Frost
Statistical-learning (SL) theory offers an experience-based account of typical and atypical spoken and written language acquisition. Recent work has provided initial support for this view, tying individual differences in SL abilities to linguistic skills, including language impairments. In the current article, we provide a critical review of studies testing SL abilities in participants with and without developmental dyslexia and specific language impairment and discuss the directions that this field of research has taken so far. We identify substantial vagueness in the demarcation lines between different theoretical constructs (e.g., “statistical learning,” “implicit learning,” and “procedural learning”) as well as in the mappings between experimental tasks and these theoretical constructs. Moreover, we argue that current studies are not designed to contrast different theoretical approaches but rather test singular confirmatory predictions without including control tasks showing normal performance. We end by providing concrete suggestions for how to advance research on SL deficits in language impairments.
Publication: Perspectives on Psychological Science (Peer-Reviewed Journal)
Pub Date: Nov 2, 2020 Doi: https://doi.org/10.1177/1745691620953082
Keywords: statistical learning, implicit learning, procedural learning, dyslexia, specific language impairment, developmental disorders, literacy, reading, language acquisition
https://journals.sagepub.com/doi/full/10.1177/1745691620953082 (Plenty more sections and references in this research article)
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