Implicit Statistical Learning Across Modalities and Its Relationship With Reading in Childhood.

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ID: 63210
2019
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Ranked #127 of 510 articles by views in Frontiers in psychology

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Abstract
Implicit statistical learning (ISL) describes our ability to tacitly pick up regularities from our environment therefore, shaping our behavior. A broad understanding of ISL incorporates a great range of possible computations, which render it highly relevant to reading. In the light of this hypothesized relationship, ISL performance was explored in young (M = 8.47 years) typical readers ( = 31) across three different modalities (i.e., visual, auditory, and tactile) using the Artificial Grammar Learning (AGL) paradigm. Adopting repeated measures and correlational designs, the obtained data revealed modality constraints: (1) above-chance performance was observed on the visual and tactile tasks but not on the auditory task, (2) there was no significant correlation of ISL performance across modalities, and (3) split-half reliability of visual and auditory tasks was reasonably high, yet for the tactile task it was close to zero. Evaluating the relation between ISL ability and language skills, we observed a positive correlation between visual ISL performance and phonological awareness. We discuss these findings in view of current perspectives on the nature of ISL and its potential involvement in mastering successful (i.e., accurate and fluent) reading.
Reference Key
pavlidou2019implicitfrontiers Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Pavlidou, Elpis V;Bogaerts, Louisa;
Journal Frontiers in psychology
Year 2019
DOI
10.3389/fpsyg.2019.01834
URL
Keywords
Children reading artificial grammar learning reading fluency implicit statistical learning modality specificity

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