Year: 2016
Type: conference-paper
Study design: Observational Study
Abstract: Infants, children and adults are capable of implicitly extracting regularities from their environment through statistical learning (SL). SL is present from early infancy and found across tasks and modalities, raising questions about the domain generality of SL. However, little is known about its’ developmental trajectory: Is SL fully developed capacity in infancy, or does it improve with age, like other cognitive skills? While SL is well established in infants and adults, only few studies have looked at SL across development with conflicting results: some find age-related improvements while others do not. Importantly, despite its postulated role in language learning, no study has examined the developmental trajectory of auditory SL throughout childhood. Here, we conduct a large-scale study of children's auditory SL across a wide age-range (5-12y, N=115). Results show that auditory SL does not change much across development. We discuss implications for modality-based differences in SL and for its role in language acquisition.
Source: Max Planck Digital Library
Authors: Raviv, Limor, Arnon, Inbal
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2555233812