Aguilar Jessica M, Plante Elena
J Speech Lang Hear Res. 2014 Aug;57(4):1394-404. doi: 10.1044/2014_JSLHR-L-13-0124.
Two studies examined learning of grammar-like visual sequences to determine whether a general deficit in statistical learning characterizes this population. Furthermore, we tested the hypothesis that difficulty in sustaining attention during the learning task might account for differences in statistical learning.
In Study 1, adults with normal language (NL) or language-learning disability (LLD) were familiarized with the visual artificial grammar and then tested using items that conformed or deviated from the grammar. In Study 2, a 2nd sample of adults with NL and LLD were presented auditory word pairs with weak semantic associations (e.g., groom + clean) along with the visual learning task. Participants were instructed to attend to visual sequences and to ignore the auditory stimuli. Incidental encoding of these words would indicate reduced attention to the primary task.
In Studies 1 and 2, both groups demonstrated learning and generalization of the artificial grammar. In Study 2, neither the NL nor the LLD group appeared to encode the words presented during the learning phase.
The results argue against a general deficit in statistical learning for individuals with LLD and demonstrate that both NL and LLD learners can ignore extraneous auditory stimuli during visual learning.
两项研究考察了对类似语法的视觉序列的学习，以确定统计学习方面的普遍缺陷是否是该群体的特征。此外，我们检验了以下假设：在学习任务中难以持续保持注意力可能是统计学习差异的原因。
在研究1中，具有正常语言能力（NL）或语言学习障碍（LLD）的成年人先熟悉视觉人工语法，然后使用符合或偏离该语法的项目进行测试。在研究2中，对另一组具有NL和LLD的成年人，在进行视觉学习任务时，呈现语义关联较弱的听觉单词对（例如，新郎 + 清洁）。参与者被指示关注视觉序列并忽略听觉刺激。这些单词的偶然编码将表明对主要任务的注意力降低。
在研究1和研究2中，两组都表现出对人工语法的学习和泛化。在研究2中，NL组和LLD组似乎都没有对学习阶段呈现的单词进行编码。
结果表明LLD个体在统计学习方面不存在普遍缺陷，并证明NL学习者和LLD学习者在视觉学习过程中都可以忽略无关的听觉刺激。
