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Journal Article

The developmental trajectory of children’s auditory and visual statistical learning abilities: Modality-based differences in the effect of age


Raviv,  Limor
Psychology of Language Department, MPI for Psycholinguistics, Max Planck Society;
International Max Planck Research School for Language Sciences, MPI for Psycholinguistics, Max Planck Society;
Department of Cognitive Science, Hebrew University, Jerusalem;

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Raviv, L., & Arnon, I. (2018). The developmental trajectory of children’s auditory and visual statistical learning abilities: Modality-based differences in the effect of age. Developmental Science, 21(4): e12593. doi:10.1111/desc.12593.

Cite as: http://hdl.handle.net/11858/00-001M-0000-002D-6236-E
Infants, children and adults are capable of extracting recurring patterns from their environment through statistical learning (SL), an implicit learning mechanism that is considered to have an important role in language acquisition. Research over the past 20 years has shown that SL is present from very early infancy and found in a variety of tasks and across modalities (e.g., auditory, visual), raising questions on the domain generality of SL. However, while SL is well established for infants and adults, only little is known about its developmental trajectory during childhood, leaving two important questions unanswered: (1) Is SL an early-maturing capacity that is fully developed in infancy, or does it improve with age like other cognitive capacities (e.g., memory)? and (2) Will SL have similar developmental trajectories across modalities? Only few studies have looked at SL across development, with conflicting results: some find age-related improvements while others do not. Importantly, no study to date has examined auditory SL across childhood, nor compared it to visual SL to see if there are modality-based differences in the developmental trajectory of SL abilities. We addressed these issues by conducting a large-scale study of children's performance on matching auditory and visual SL tasks across a wide age range (5–12y). Results show modality-based differences in the development of SL abilities: while children's learning in the visual domain improved with age, learning in the auditory domain did not change in the tested age range. We examine these findings in light of previous studies and discuss their implications for modality-based differences in SL and for the role of auditory SL in language acquisition. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=3kg35hoF0pw.