van Witteloostuijn Merel, Boersma Paul, Wijnen Frank, Rispens Judith
Amsterdam Center for Language and Communication, University of Amsterdam, Amsterdam, The Netherlands.
Utrecht Institute of Linguistics OTS, Utrecht University, Utrecht, The Netherlands.
Dyslexia. 2021 May;27(2):168-186. doi: 10.1002/dys.1678. Epub 2021 Feb 25.
Using an individual differences approach in children with and without dyslexia, this study investigated the hypothesized relationship between statistical learning ability and literacy (reading and spelling) skills. We examined the clinical relevance of statistical learning (serial reaction time and visual statistical learning tasks) by controlling for potential confounds at the participant level (e.g., non-verbal reasoning, attention and phonological skills including rapid automatized naming and phonological short-term memory). A 100 Dutch-speaking 8- to 11-year-old children with and without dyslexia participated (50 per group), see also van Witteloostuijn et al. (2019) for a study with the same participants. No evidence of a relationship between statistical learning and literacy skills is found above and beyond participant-level variables. Suggestions from the literature that the link between statistical learning and literacy attainment, and therefore its clinical relevance, might be small and strongly influenced by methodological differences between studies are not contradicted by our findings.
本研究采用个体差异研究方法，对患有和未患有诵读困难症的儿童进行研究，调查了统计学习能力与读写能力（阅读和拼写）之间的假设关系。我们通过控制参与者层面的潜在混杂因素（如非语言推理、注意力和语音技能，包括快速自动命名和语音短期记忆），检验了统计学习（序列反应时和视觉统计学习任务）的临床相关性。100名8至11岁的荷兰语儿童参与了研究，其中50名患有诵读困难症，50名未患（每组各50名），有关同一批参与者的研究另见范·维特洛斯特伊恩等人（2019年）的研究。除了参与者层面的变量外，未发现统计学习与读写能力之间存在关系的证据。文献中提出的统计学习与读写能力之间的联系以及因此其临床相关性可能较小且受到研究方法差异强烈影响的观点，并未被我们的研究结果所反驳。
