Arciuli Joanne, Conway Christopher M
Faculty of Health Sciences, The University of Sydney.
Department of Psychology, Georgia State University.
Curr Dir Psychol Sci. 2018 Dec;27(6):492-500. doi: 10.1177/0963721418779977. Epub 2018 Oct 15.
Statistical learning plays an important role in the acquisition of spoken and written language. It has been proposed that impaired or atypical statistical learning may be linked with language difficulties in developmental disabilities. However, research on statistical learning in individuals with developmental disabilities such as autism spectrum disorder, dyslexia, and specific language impairment, and in individuals with cochlear implants, has produced divergent findings. It is unclear whether, and to what extent, statistical learning is impaired or atypical in each of these developmental disabilities. We suggest that these disparate findings point to several critical issues that must be addressed before we can evaluate the role of statistical learning in atypical child development. While the issues we outline are interrelated, we propose four key points relating to (a) the nature of statistical learning, (b) the myriad of ways in which statistical learning can be measured, (c) our lack of understanding regarding the developmental trajectory of statistical learning, and (d) the role of individual differences. We close by making suggestions that we believe will be helpful in moving the field forward and creating new synergies among researchers, clinicians, and educators to better support language learners.
统计学习在口语和书面语言的习得中起着重要作用。有人提出，受损或非典型的统计学习可能与发育障碍中的语言困难有关。然而，针对自闭症谱系障碍、诵读困难、特定语言障碍等发育障碍个体以及人工耳蜗植入个体的统计学习研究得出了不同的结果。目前尚不清楚在这些发育障碍中，统计学习是否受损或表现为非典型，以及受损或非典型的程度如何。我们认为，这些不同的研究结果指向了几个关键问题，在我们能够评估统计学习在非典型儿童发育中的作用之前，必须解决这些问题。虽然我们概述的问题相互关联，但我们提出了四个关键点，分别涉及（a）统计学习的本质，（b）测量统计学习的众多方式，（c）我们对统计学习发展轨迹的理解不足，以及（d）个体差异的作用。最后，我们提出一些建议，相信这些建议将有助于推动该领域的发展，并在研究人员、临床医生和教育工作者之间创造新的协同效应，以更好地支持语言学习者。
