Developmental Differences in Children's Statistical Learning Abilities

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 its domain generality. However, little is known about SL's 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 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.


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