Visual statistical learning in deaf and hearing infants and toddlers.
Visual statistical learning in deaf and hearing infants and toddlers.
复制标题
聋哑婴幼儿的视觉统计学习。
DOI：
10.1111/infa.12474
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发表时间：
2022-07
期刊：
影响因子：
2.6
通讯作者：
Houston, Derek
中科院分区：
文献类型：
--
作者：
Monroy, Claire;Yu, Chen;Houston, Derek
先天性听力损失提供了一个独特的机会来研究声音在认知，社会和语言发展中的作用。听力损失儿童在一系列一般认知技能方面表现出非典型表现。例如，研究表明，聋哑学龄儿童在视觉统计学习（VSL）任务中表现不佳。然而，这些缺陷的证据受到了质疑，近年来出现了好坏参半的结果。在这里，我们使用了一种新的方法来检查VSL在行动领域的早期发展。我们比较了耳聋和听力正常婴儿在人工耳蜗植入前（CI前）和一组植入后（CI后）的学习情况。研究结果显示，耳聋和听力正常的婴儿在CI前有显著差异，只有听力正常的婴儿才有学习的证据。然而，CI后耳聋和听力正常的幼儿之间没有显著的组间差异，两组都表现出学习能力。此外，VSL表现与聋哑幼儿的语言成绩呈正相关，增加了证据表明，统计学习与语言能力。我们讨论了这些研究结果的背景下，以前的证据组差异VSL技能，听觉经验在婴儿认知发展中发挥的作用。
Congenital hearing loss offers a unique opportunity to examine the role of sound in cognitive, social, and linguistic development. Children with hearing loss demonstrate atypical performance across a range of general cognitive skills. For instance, research has shown that deaf school‐age children underperform on visual statistical learning (VSL) tasks. However, the evidence for these deficits has been challenged, with mixed findings emerging in recent years. Here, we used a novel approach to examine VSL in the action domain early in development. We compared learning between deaf and hearing infants, prior to cochlear implantation (pre‐CI), and a group of toddlers post implantation (post‐CI). Findings revealed a significant difference between deaf and hearing infants pre‐CI, with evidence for learning only in the hearing infants. However, there were no significant group differences between deaf and hearing toddlers post‐CI, with both groups demonstrating learning. Further, VSL performance was positively correlated with language scores for the deaf toddlers, adding to the body of evidence suggesting that statistical learning is associated with language abilities. We discuss these findings in the context of previous evidence for group differences in VSL skills, and the role that auditory experiences play in infant cognitive development.
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