dc.contributor.author | Bogaerts, Louisa | |
dc.contributor.author | Siegelman, Noam | |
dc.contributor.author | Frost, Ram | |
dc.date.accessioned | 2021-05-06T13:14:57Z | |
dc.date.available | 2021-05-06T13:14:57Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Bogaerts L, Siegelman N, Frost R. Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts. Perspectives on Psychological Science. 2021;16(2):319-337. doi:10.1177/1745691620953082 | es_ES |
dc.identifier.issn | 1745-6916 | |
dc.identifier.uri | http://hdl.handle.net/10810/51314 | |
dc.description | Article first published online: November 2, 2020 | es_ES |
dc.description.abstract | Statistical-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. | es_ES |
dc.description.sponsorship | 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. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Perspectives on Psychological Science | es_ES |
dc.relation | info:eu-repo/grantAgreement/EC/H2020/MC/743528 | es_ES |
dc.relation | info:eu-repo/grantAgreement/EC/H2020/ERC-692502, L2STAT | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.subject | statistical learning | es_ES |
dc.subject | implicit learning | es_ES |
dc.subject | procedural learning | es_ES |
dc.subject | dyslexia | es_ES |
dc.subject | specific language impairment | es_ES |
dc.subject | developmental disorders | es_ES |
dc.subject | literacy | es_ES |
dc.subject | reading | es_ES |
dc.subject | language acquisition | es_ES |
dc.title | Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | © The Author(s) 2020 | es_ES |
dc.relation.publisherversion | https://journals.sagepub.com/home/pps | es_ES |
dc.identifier.doi | 10.1177/1745691620953082 | |