Lukács Ágnes, Lukics Krisztina Sára, Dobó Dorottya
Department of Cognitive Science, Budapest University of Technology and Economics, Budapest, Hungary.
ELKH-BME Momentum Language Acquisition Research Group, Eötvös Loránd Research Network (ELKH), Budapest, Hungary.
Front Hum Neurosci. 2021 Sep 27;15:715818. doi: 10.3389/fnhum.2021.715818. eCollection 2021.
: The vulnerability of statistical learning (SL) in developmental language disorder (DLD) has mainly been demonstrated with metacognitive offline measures which give little insight into the more specific nature and timing of learning. Our aims in this study were to test SL in children with and without DLD with both online and offline measures and to compare the efficiency of SL in the visual and acoustic modalities in DLD. : We explored SL in school-age children with and without DLD matched on age and sex ( = 36). SL was investigated with the use of acoustic verbal and visual nonverbal segmentation tasks relying on online (reaction times and accuracy) and offline (two-alternative forced choice, 2AFC and production) measures. : In online measures, learning was evident in both groups in both the visual and acoustic modalities, while offline measures showed difficulties in DLD. The visual production task showed a significant learning effect in both groups, while the visual two-alternative forced choice (2AFC) and the two acoustic offline tasks only showed evidence of learning in the control group. The comparison of learning indices revealed an SL impairment in DLD, which is present in both modalities. : Our findings suggest that children with DLD are comparable to typically developing (TD) children in their ability to extract acoustic verbal and visual nonverbal patterns that are cued only by transitional probabilities in online tasks, but they show impairments on metacognitive measures of learning. The pattern of online and offline measures implies that online tests can be more sensitive and valid indices of SL than offline tasks, and the combined use of different measures provides a better picture of learning efficiency, especially in groups where metacognitive tasks are challenging.
发育性语言障碍（DLD）中统计学习（SL）的脆弱性主要通过元认知离线测量得到证明，这些测量对学习的更具体性质和时间了解甚少。本研究的目的是使用在线和离线测量方法测试有无DLD儿童的统计学习，并比较DLD中视觉和听觉模态下统计学习的效率。我们在年龄和性别匹配的有无DLD的学龄儿童中（每组 = 36）探索统计学习。使用依赖在线（反应时间和准确性）和离线（二选一强制选择、2AFC和产出）测量的听觉言语和视觉非言语分割任务来研究统计学习。在在线测量中，两组在视觉和听觉模态下都有明显的学习，而离线测量显示DLD儿童存在困难。视觉产出任务在两组中都显示出显著的学习效果，而视觉二选一强制选择（2AFC）和两个听觉离线任务仅在对照组中显示出学习迹象。学习指标的比较揭示了DLD儿童在两种模态下都存在统计学习障碍。我们的研究结果表明，患有DLD的儿童在提取仅由在线任务中的过渡概率提示的听觉言语和视觉非言语模式的能力上与典型发育（TD）儿童相当，但他们在学习的元认知测量上表现出障碍。在线和离线测量的模式表明，在线测试可能比离线任务更能敏感有效地反映统计学习情况，不同测量方法的联合使用能更好地呈现学习效率，尤其是在元认知任务具有挑战性的群体中。
