Reduced Implicit but Not Explicit Knowledge of Cross-Situational Statistical Learning in Developmental Dyslexia
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| Title: | Reduced Implicit but Not Explicit Knowledge of Cross-Situational Statistical Learning in Developmental Dyslexia |
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| Language: | English |
| Authors: | Kligler, Nitzan, Yu, Chen, Gabay, Yafit |
| Source: | Cognitive Science. Sep 2023 47(9). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Institutes of Health (NIH) (DHHS) |
| Contract Number: | R01HD093792 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Dyslexia, Language Acquisition, Vocabulary Development, Learning Processes, Adults, Pictorial Stimuli, Speech Communication, Correlation, Novelty (Stimulus Dimension), Familiarity, Young Adults, Visual Perception, Auditory Perception, Knowledge Level |
| DOI: | 10.1111/cogs.13325 |
| ISSN: | 0364-0213 1551-6709 |
| Abstract: | Although statistical learning (SL) has been studied extensively in developmental dyslexia (DD), less attention has been paid to other fundamental challenges in language acquisition, such as cross-situational word learning. Such investigation is important for determining whether and how SL processes are affected in DD at the word level. In this study, typically developed (TD) adults and young adults with DD were exposed to a set of trials that contained multiple spoken words and multiple pictures of individual objects, with no information about word-referent correspondences provided within a trial. Nonetheless, cross-trial statistical relations could be exploited to learn word-referent mappings. The degree of within-trial reference uncertainty and the novelty of to-be-learned objects (novel or familiar) were varied under different learning conditions. The results show that across all conditions, young adults with DD were significantly impaired in their ability to exploit cross-trial regularities in co-occurring visual-auditory streams to discover word-referent mappings. Observed impairments were most pronounced when within-trial reference uncertainty was the highest. Subjective measures of knowledge awareness revealed greater development of implicit but not explicit knowledge in the TD group than in the DD group. Together, these findings suggest that the SL deficit in DD affects fundamental language learning challenges at the word level and points to greater reliance on explicit processes due to impaired implicit associative learning among individuals with DD. Such a deficit is likely to influence spoken language acquisition, and in turn affect literacy skills, in people with DD. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1393996 |
| Database: | ERIC |
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| Abstract: | Although statistical learning (SL) has been studied extensively in developmental dyslexia (DD), less attention has been paid to other fundamental challenges in language acquisition, such as cross-situational word learning. Such investigation is important for determining whether and how SL processes are affected in DD at the word level. In this study, typically developed (TD) adults and young adults with DD were exposed to a set of trials that contained multiple spoken words and multiple pictures of individual objects, with no information about word-referent correspondences provided within a trial. Nonetheless, cross-trial statistical relations could be exploited to learn word-referent mappings. The degree of within-trial reference uncertainty and the novelty of to-be-learned objects (novel or familiar) were varied under different learning conditions. The results show that across all conditions, young adults with DD were significantly impaired in their ability to exploit cross-trial regularities in co-occurring visual-auditory streams to discover word-referent mappings. Observed impairments were most pronounced when within-trial reference uncertainty was the highest. Subjective measures of knowledge awareness revealed greater development of implicit but not explicit knowledge in the TD group than in the DD group. Together, these findings suggest that the SL deficit in DD affects fundamental language learning challenges at the word level and points to greater reliance on explicit processes due to impaired implicit associative learning among individuals with DD. Such a deficit is likely to influence spoken language acquisition, and in turn affect literacy skills, in people with DD. |
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| ISSN: | 0364-0213 1551-6709 |
| DOI: | 10.1111/cogs.13325 |
