Cognitive Science 36 (2):286-304 (2012)
There is little empirical evidence showing a direct link between a capacity for statistical learning (SL) and proficiency with natural language. Moreover, discussion of the role of SL in language acquisition has seldom focused on literacy development. Our study addressed these issues by investigating the relationship between SL and reading ability in typically developing children and healthy adults. We tested SL using visually presented stimuli within a triplet learning paradigm and examined reading ability by administering the Wide Range Achievement Test (WRAT-4; Wilkinson & Robertson, 2006). A total of 38 typically developing children (mean age of 9;5 years, range 6;4–12;5) and 37 healthy adults (mean age of 21 years, range 18–34) were assessed. In children, SL was significantly related to reading ability. Importantly, this relationship was independent of grade and also age. The adult data, too, revealed that SL was significantly related to reading ability. A regression analysis of the combined child and adult data revealed that SL accounted for a unique amount of variance in reading ability, after age and attention had been taken into consideration. For the first time, this study provides empirical evidence that a capacity for more effective SL is related to higher reading ability in the general population
|Keywords||Language acquisition Reading Reading aloud Reading development SL Statistical learning|
|Categories||categorize this paper)|
References found in this work BETA
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Citations of this work BETA
Domain Generality Versus Modality Specificity: The Paradox of Statistical Learning.Ram Frost, Blair C. Armstrong, Noam Siegelman & Morten H. Christiansen - 2015 - Trends in Cognitive Sciences 19 (3):117-125.
Visual Statistical Learning in Children and Young Adults: How Implicit?Julie Bertels, Emeline Boursain, Arnaud Destrebecqz & Vinciane Gaillard - 2015 - Frontiers in Psychology 5.
Concurrent Movement Impairs Incidental But Not Intentional Statistical Learning.David J. Stevens, Joanne Arciuli & David I. Anderson - 2015 - Cognitive Science 39 (5):1081-1098.
Statistical Learning Under Incidental Versus Intentional Conditions.Joanne Arciuli, Janne von Koss Torkildsen, David J. Stevens & Ian C. Simpson - 2014 - Frontiers in Psychology 5.
Cross-Domain Statistical–Sequential Dependencies Are Difficult to Learn.Anne M. Walk & Christopher M. Conway - 2016 - Frontiers in Psychology 7.
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