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Individual variability on statistical learning tasks has been shown to predict performance in a range of language abilities. Given this, it is not surprising that deficits in statistical learning have been put forth as an explanation for impairments in language acquisition, notably, for children with developmental language disorder. In the present study, we examined verbal and visual statistical learning in school-aged children with a range of language abilities (n = 27), 16 of whom had been referred for language services in their school. Verbal statistical learning was assessed using the conventional two-alternative forced-choice test, while visual statistical learning was assessed using both two- and four-alternative forced-choice tests for two- and three-element sequences, as well as a sequence completion test. Language abilities, vocabulary, working memory, and intelligence were also assessed. This study examined performance on both statistical learning tasks, and the relationship between statistical learning across domains and the linguistic and cognitive measures. Understanding individual differences in statistical learning within a population with diverse language skills may be useful in explaining how statistical learning abilities relate to language outcomes. |
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