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Statistical learning as a window into developmental disabilities
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DOI：10.1186/s11689-018-9252-y.png)
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Abstract
En 中文
Until recently, most behavioral studies of children with intellectual and developmental disabilities (IDD) have used standardized assessments as a means to probe etiology and to characterize phenotypes. Over the past decade, however, tasks originally developed to investigate learning processes in typical development have been brought to bear on developmental processes in children with IDD.This brief review will focus on one learning process in particularstatistical learningand will provide an overview of what has been learned thus far from studies using statistical learning tasks with different groups of children with IDD conditions. While a full picture is not yet available, results to date suggest that studies of learning are both feasible and informative about learning processes that may differ across diagnostic groups, particularly as they relate to language acquisition.More generally, studies focused on learning processes may be highly informative about different developmental trajectories both across groups and within groups of children.
Keywords:
Learning
Language
Speech
Autism
Developmental language disorder
Williams syndrome
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