Hearing Matters More Than Seeing: A Cross-Modality Study of Statistical Learning and Reading Ability

Qi, Zhenghan; Araujo, Yoel Sanchez; Georgan, Wendy C.; Gabrieli, John D. E.; Arciuli, Joanne

doi:10.1080/10888438.2018.1485680

Cited by 70 publications

(170 citation statements)

References 54 publications

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“…The current study expands these relations by showing that performance on an implicit A‐AGL using nonlinguistic stimuli is also significantly correlated to reading aloud single Hebrew words, as well as to decoding and fluency. The results of the current study provide further affirmation to the study by Qi et al () in which accuracy in auditory SL was correlated with sentence reading fluency, whereas RT slope of auditory SL was correlated with non‐word reading.…”

Section: Discussionsupporting

confidence: 89%

“…For example, iconic memory is short lived (scale of milliseconds), whereas echoic memory lasts significantly longer (scale of seconds; Sams, Hari, Rif, & Knuutila, 1993). A recent study that examined visual and auditory SL and their association with reading ability among TD children and adults found that the ability to extract regularities from auditory stimuli played a relatively more influential role in reading than SL of visual stimuli (Qi, Sanchez Araujo, Georgan, Gabrieli, & Arciuli, 2018). Therefore, any conclusion regarding implicit learning processes among adults with DD drawn solely on the basis of their performance on the visual task would be incomplete.…”

mentioning

confidence: 99%

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Deficits in statistical leaning of auditory sequences among adults with dyslexia

Kahta

Schiff

2019

Dyslexia

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Recently, it has been suggested that developmental dyslexia (DD) is related to deficits in general mechanisms of statistical learning (SL). The aim of the current study was to explore these relations using a nonlinguistic auditory artificial grammar learning (A‐AGL) task. Most studies using AGL to explore the role of SL among readers with dyslexia used visual stimuli. The current study explored SL abilities among adults with DD using a nonlinguistic auditory task, because evidence suggests that SL is affected by the modality of stimuli. Forty‐eight (21 DD and 27 typically developed [TD]) adults participated in two A‐AGL tasks: implicit and explicit. The results showed a significant difference between the groups, as TD readers outperformed adults with DD. This difference in performance supports the SL deficit hypothesis among adults with dyslexia, although the causal relations between auditory SL and reading still require further examination. In addition, no difference was found between the implicit and explicit tasks, suggesting that unlike the visual AGL, participants with DD do not benefit from elevating attentional resources during A‐AGL.

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Section: Discussionsupporting

confidence: 89%

mentioning

confidence: 99%

Deficits in statistical leaning of auditory sequences among adults with dyslexia

Kahta

Schiff

2019

Dyslexia

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“…A full understanding of individual differences in SL and their role in language requires then an explicit theory regarding the exact computations that are tapped by each SL task, and the available statistical information that needs to be extracted from the sensory input in order to achieve successful attainment of different linguistic skills in different languages. This perspective is compatible with individual‐differences studies already showing that some linguistic outcomes are only predicted by some SL sub‐component(s), but not others (Misyak & Christiansen, ; Qi et al, ; van der Kleij et al, ). Future studies should further refine the predictions regarding when and why one should expect positive relations between a SL measure and a linguistic outcome.…”

Section: Linking Sl and Language: Moving Beyond The Proof Of Concept supporting

confidence: 88%

“…Therefore, from an individualdifferences perspective, it is critical to understand what are the exact components tapped by each task, and to what extent different tasks do or do not overlap. Then, when predicting a given linguistic skill, each study should carefully consider the specific components of SL that are relevant to the investigated linguistic ability and come up with predictions regarding which SL task(s) should be associated with this linguistic skill based on the overlap in computations (see Misyak & Christiansen, 2012;Misyak et al, 2010;Qi, Sanchez Araujo, Georgan, Gabrieli, & Arciuli, 2019 for preliminary directions and discussions). Thus, for example, auditory sentence processing may be related more to an auditory SL task than to a visual one, while reading may rely on both visual and auditory SL (see Hung, Frost, & Pugh, 2018;Qi et al, 2019).…”

Section: What Is the Structure Of Sl As A Theoretical Construct?mentioning

confidence: 99%

“…Then, when predicting a given linguistic skill, each study should carefully consider the specific components of SL that are relevant to the investigated linguistic ability and come up with predictions regarding which SL task(s) should be associated with this linguistic skill based on the overlap in computations (see Misyak & Christiansen, 2012;Misyak et al, 2010;Qi, Sanchez Araujo, Georgan, Gabrieli, & Arciuli, 2019 for preliminary directions and discussions). Thus, for example, auditory sentence processing may be related more to an auditory SL task than to a visual one, while reading may rely on both visual and auditory SL (see Hung, Frost, & Pugh, 2018;Qi et al, 2019). Similarly, learning different types of statistical information is predicted to underlie specific aspects of language that are predominantly characterized by such regularities (such as distributional SL in learning phonemic categories, Maye et al, 2002; or non-adjacent SL in certain aspects of syntax, e.g., Misyak et al, 2010).…”

Section: What Is the Structure Of Sl As A Theoretical Construct?mentioning

confidence: 99%

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Statistical learning abilities and their relation to language

Siegelman

2019

Language and Linguist. Compass

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Numerous studies on statistical learning (SL) have demonstrated humans' sensitivity to complex statistical properties in their sensory environment. These observations have had a profound impact on the study of language, highlighting statistical aspects of the linguistic input that can be learned from experience, leading to the widespread claim that SL plays a key role in language acquisition and processing. But how can this theorized link be experimentally demonstrated? One increasingly popular avenue comes from studies of individual differences, which tie individual variability in SL to variance in linguistic behavior. This review presents the theoretical advances stemming from this line of research, as well as some of the challenges it currently faces. It contends that while previous studies had an important role in establishing the existence of some coarse‐grained link between SL and language, recent developments in SL research suggest that the exact nature of this relationship is more complex than originally conceived and is still far from being fully understood. I specifically discuss three outstanding challenges: (a) understanding individual differences in light of the componential nature of SL, (b) mapping the full array of SL processes given the complexity of real‐world statistics, and (c) estimating the strength of current empirical evidence while taking into account both positive and null findings. Confronting these issues, I argue, is a necessary step towards a full theory of the role of SL across language.

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The association between statistical learning and the development of second language grammar learning

Chen

Wang

et al. 2023

Applied Cognitive Psychology

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Statistical learning (SL) is a cognitive mechanism that detects and extracts regularities from environmental input. SL is componential, varying across auditory/visual modalities and verbal/nonverbal domains (The verbal domain refers to communication through language, while the nonverbal domain encompasses communication without words, using cues like images and tones). The study explores the association between SL and second language (L2) grammar learning, considering its componential nature. Thirty‐four participants completed SL tasks and were trained with artificial grammar sequences over 5 days, followed by grammaticality judgment tasks. Visual‐nonverbal and auditory‐nonverbal SL mechanisms were implicated in the early stages of L2 grammar learning, while visual‐verbal SL played a role in the proficient phase. Results indicate modality and domain variation in the SL mechanism, supporting the multi‐component account. The findings contribute to understanding SL's role in L2 grammar learning and support the multi‐component account. They also have implications for L2 grammar learning.

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Hearing Matters More Than Seeing: A Cross-Modality Study of Statistical Learning and Reading Ability

Cited by 70 publications

References 54 publications

Deficits in statistical leaning of auditory sequences among adults with dyslexia

Deficits in statistical leaning of auditory sequences among adults with dyslexia

Statistical learning abilities and their relation to language

The association between statistical learning and the development of second language grammar learning

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