Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts

Article first published online: November 2, 2020

Detalles Bibliográficos
Autores: Bogaerts, Louisa, Siegelman, Noam, Frost, Ram
Tipo de recurso: artículo
Fecha de publicación:2021
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/51314
Acceso en línea:http://hdl.handle.net/10810/51314
Access Level:acceso abierto
Palabra clave:statistical learning
implicit learning
procedural learning
dyslexia
specific language impairment
developmental disorders
literacy
reading
language acquisition
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spelling Statistical Learning and Language Impairments: Toward More Precise Theoretical AccountsBogaerts, LouisaSiegelman, NoamFrost, Ramstatistical learningimplicit learningprocedural learningdyslexiaspecific language impairmentdevelopmental disordersliteracyreadinglanguage acquisitionArticle first published online: November 2, 2020Statistical-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.This work was supported by Marie Skłodowska-Curie Grant Agreement 743528 (IF-EF, European Union’s Horizon 2020 Research and Innovation Programme) awarded to L. Bogaerts and European Research Council Advanced Grant Project 692502-L2STAT awarded to R. Frost.Perspectives on Psychological Science202120212021info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/51314reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/EC/H2020/MCinfo:eu-repo/grantAgreement/EC/H2020/ERC-692502, L2STAThttps://journals.sagepub.com/home/ppsinfo:eu-repo/semantics/openAccess© The Author(s) 2020oai:addi.ehu.eus:10810/513142026-06-18T09:23:17Z
dc.title.none.fl_str_mv Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts
title Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts
spellingShingle Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts
Bogaerts, Louisa
statistical learning
implicit learning
procedural learning
dyslexia
specific language impairment
developmental disorders
literacy
reading
language acquisition
title_short Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts
title_full Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts
title_fullStr Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts
title_full_unstemmed Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts
title_sort Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts
dc.creator.none.fl_str_mv Bogaerts, Louisa
Siegelman, Noam
Frost, Ram
author Bogaerts, Louisa
author_facet Bogaerts, Louisa
Siegelman, Noam
Frost, Ram
author_role author
author2 Siegelman, Noam
Frost, Ram
author2_role author
author
dc.subject.none.fl_str_mv statistical learning
implicit learning
procedural learning
dyslexia
specific language impairment
developmental disorders
literacy
reading
language acquisition
topic statistical learning
implicit learning
procedural learning
dyslexia
specific language impairment
developmental disorders
literacy
reading
language acquisition
description Article first published online: November 2, 2020
publishDate 2021
dc.date.none.fl_str_mv 2021
2021
2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/51314
url http://hdl.handle.net/10810/51314
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/EC/H2020/MC
info:eu-repo/grantAgreement/EC/H2020/ERC-692502, L2STAT
https://journals.sagepub.com/home/pps
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
© The Author(s) 2020
eu_rights_str_mv openAccess
rights_invalid_str_mv © The Author(s) 2020
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Perspectives on Psychological Science
publisher.none.fl_str_mv Perspectives on Psychological Science
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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