Nitzan Kligler|Chen Yu|Yafit Gabay
Reduced Implicit but not Explicit Knowledge of Cross?Situational Statistical Learning in Developmental Dyslexia
University of Haifa|The University of Texas at Austin|University of Haifa
although statistical learning sl studied extensively developmental dyslexia dd less attention paid fundamental challenges language acquisition crosssituational word learning investigation important determining whether sl processes affected dd word level study typically developed td adults young adults dd exposed set trials contained multiple spoken words multiple pictures individual objects information wordreferent correspondences provided within trial nonetheless crosstrial statistical relations could exploited learn wordreferent mappings degree withintrial reference uncertainty novelty tobelearned objects novel familiar varied different learning conditions results show across conditions young adults dd significantly impaired ability exploit crosstrial regularities cooccurring visualauditory streams discover wordreferent mappings observed impairments pronounced withintrial reference uncertainty highest subjective measures knowledge awareness revealed greater development implicit explicit knowledge td group dd group together findings suggest sl deficit dd affects fundamental language learning challenges word level points greater reliance explicit processes due impaired implicit associative learning among individuals dd deficit likely influence spoken language acquisition turn affect literacy skills people dd