Statistical learning in typically developing children: the role of age and speed of stimulus presentation
Statistical learning in typically developing children: the role of age and speed of stimulus presentation
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DOI：
10.1111/j.1467-7687.2009.00937.x
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发表时间：
2011-05-01
影响因子：
3.7
通讯作者：
Simpson, Ian C.
中科院分区：
文献类型：
--
作者：
Arciuli, Joanne;Simpson, Ian C.
统计学习（SL）可能在几乎所有的心理活动中发挥作用。事实上，近几十年来，为了更好地理解感知和认知，对SL的研究迅速发展。然而，我们对SL如何运作的理解仍然存在差距，特别是关于其（不可）突变性。在这里，我们调查是否参与者相关的变量（如年龄）和任务相关的变量（如刺激呈现的速度）影响视觉统计学习（VSL）在典型的发展中国家的儿童。我们测试了183名年龄从5岁到12岁的参与者，并比较了三种呈现速度（使用800，400和200毫秒的刺激持续时间）。多元回归分析显示，显着的影响，年龄和速度的介绍后，注意在熟悉和性别已被考虑在内。VSL遵循一个发展轨迹，即学习随着年龄的增长而增加。学习量随着呈现时间的延长而增加（如Turk-Browne，Junge & Scholl，2005年，在他们对成年人的研究中所示）。两个变量之间没有显著的相互作用。这些发现有助于阐明统计学习本身的性质。虽然统计学习可以在非常年幼的儿童和非常快的演示时间观察到，参与者和任务相关的变量确实影响这种类型的学习。这里报告的研究结果可能有助于加强我们对认知和感知过程中个体差异的理解，这些过程被认为至少部分依赖于SL（例如语言处理和对象识别）。
It is possible that statistical learning (SL) plays a role in almost every mental activity. Indeed, research on SL has grown rapidly over recent decades in an effort to better understand perception and cognition. Yet, there remain gaps in our understanding of how SL operates, in particular with regard to its (im)mutability. Here, we investigated whether participant-related variables (such as age) and task-related variables (such as speed of stimulus presentation) affect visual statistical learning (VSL) in typically developing children. We tested 183 participants ranging in age from 5 to 12 years and compared three speeds of presentation (using stimulus durations of 800, 400 and 200 msecs). A multiple regression analysis revealed significant effects of both age and speed of presentation - after attention during familiarization and gender had been taken into consideration. VSL followed a developmental trajectory whereby learning increased with age. The amount of learning increased with longer presentation times (as shown by Turk-Browne, Junge & Scholl, 2005, in their study of adults). There was no significant interaction between the two variables. These findings assist in elucidating the nature of statistical learning itself. While statistical learning can be observed in very young children and at remarkably fast presentation times, participant- and task-related variables do impact upon this type of learning. The findings reported here may serve to enhance our understanding of individual differences in the cognitive and perceptual processes that are thought to rely, at least in part, on SL (e.g. language processing and object recognition).