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Dissociation Between Linguistic and Nonlinguistic Statistical Learning in Children with Autism.

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Title: Dissociation Between Linguistic and Nonlinguistic Statistical Learning in Children with Autism.
Authors: Hu, Anqi, Kozloff, Violet, Owen Van Horne, Amanda, Chugani, Diane, Qi, Zhenghan
Source: Journal of Autism & Developmental Disorders. May2024, Vol. 54 Issue 5, p1912-1927. 16p.
Subjects: Language & languages, Autism in children, Research funding, Linguistics, Learning strategies, Comparative studies
Abstract: Statistical learning (SL), the ability to detect and extract regularities from inputs, is considered a domain-general building block for typical language development. We compared 55 verbal children with autism (ASD, 6–12 years) and 50 typically-developing children in four SL tasks. The ASD group exhibited reduced learning in the linguistic SL tasks (syllable and letter), but showed intact learning for the nonlinguistic SL tasks (tone and image). In the ASD group, better linguistic SL was associated with higher language skills measured by parental report and sentence recall. Therefore, the atypicality of SL in autism is not domain-general but tied to specific processing constraints related to verbal stimuli. Our findings provide a novel perspective for understanding language heterogeneity in autism. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Dissociation Between Linguistic and Nonlinguistic Statistical Learning in Children with Autism.
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  Data: <searchLink fieldCode="AR" term="%22Hu%2C+Anqi%22">Hu, Anqi</searchLink><br /><searchLink fieldCode="AR" term="%22Kozloff%2C+Violet%22">Kozloff, Violet</searchLink><br /><searchLink fieldCode="AR" term="%22Owen+Van+Horne%2C+Amanda%22">Owen Van Horne, Amanda</searchLink><br /><searchLink fieldCode="AR" term="%22Chugani%2C+Diane%22">Chugani, Diane</searchLink><br /><searchLink fieldCode="AR" term="%22Qi%2C+Zhenghan%22">Qi, Zhenghan</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. May2024, Vol. 54 Issue 5, p1912-1927. 16p.
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  Data: <searchLink fieldCode="DE" term="%22Language+%26+languages%22">Language & languages</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+in+children%22">Autism in children</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Statistical learning (SL), the ability to detect and extract regularities from inputs, is considered a domain-general building block for typical language development. We compared 55 verbal children with autism (ASD, 6–12 years) and 50 typically-developing children in four SL tasks. The ASD group exhibited reduced learning in the linguistic SL tasks (syllable and letter), but showed intact learning for the nonlinguistic SL tasks (tone and image). In the ASD group, better linguistic SL was associated with higher language skills measured by parental report and sentence recall. Therefore, the atypicality of SL in autism is not domain-general but tied to specific processing constraints related to verbal stimuli. Our findings provide a novel perspective for understanding language heterogeneity in autism. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10803-023-05902-1
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 1912
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        Type: general
      – SubjectFull: Autism in children
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      – SubjectFull: Research funding
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      – SubjectFull: Linguistics
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              M: 05
              Text: May2024
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              Y: 2024
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