Learning of Grammar-Like Visual Sequences by Adults with and without Language-Learning Disabilities

Purpose: Two studies examined learning of grammar-like visual sequences to determine whether a general deficit in statistical learning characterizes this population. Furthermore, we tested the hypothesis that difficulty in sustaining attention during the learning task might account for differences i...

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Bibliographic Details
Published in:Journal of speech, language, and hearing research language, and hearing research, 2014-08, Vol.57 (4), p.1394-1404
Main Authors: Aguilar, Jessica M, Plante, Elena
Format: Article
Language:English
Subjects:
Adolescent
Adults
Artificial Languages
Attention
Auditory Stimuli
Case-Control Studies
Children & youth
Cognitive Development
Cognitive Processes
Female
Generalization (Psychology)
Grammar
Humans
Language Acquisition
Language disorders
Language Disorders - psychology
Language Impairments
Language Skills
Language Tests
Learning
Learning Disabilities
Learning disabled
Learning Disorders - psychology
Linguistics
Male
Psychological aspects
Reaction Time
Semantics
Skills
Statistical learning (Psychology)
Studies
Visual learning
Visual Stimuli
Young Adult
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Summary:Purpose: Two studies examined learning of grammar-like visual sequences to determine whether a general deficit in statistical learning characterizes this population. Furthermore, we tested the hypothesis that difficulty in sustaining attention during the learning task might account for differences in statistical learning. Method: In Study 1, adults with normal language (NL) or language-learning disability (LLD) were familiarized with the visual artificial grammar and then tested using items that conformed or deviated from the grammar. In Study 2, a 2nd sample of adults with NL and LLD were presented auditory word pairs with weak semantic associations (e.g., "groom" + "clean") along with the visual learning task. Participants were instructed to attend to visual sequences and to ignore the auditory stimuli. Incidental encoding of these words would indicate reduced attention to the primary task. Results: In Studies 1 and 2, both groups demonstrated learning and generalization of the artificial grammar. In Study 2, neither the NL nor the LLD group appeared to encode the words presented during the learning phase. Conclusion: The results argue against a general deficit in statistical learning for individuals with LLD and demonstrate that both NL and LLD learners can ignore extraneous auditory stimuli during visual learning.
ISSN:1092-4388
1558-9102
DOI:10.1044/2014_JSLHR-L-13-0124