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Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Visual statistical learning in children and young adults: how implicit?

Julie Bertels1, Emeline Boursain2, Arnaud Destrebecqz2

  • 1Faculty of Psychology and Educational Sciences, Center for Research in Cognition and Neurosciences, Université Libre de Bruxelles , Brussels, Belgium ; Fonds de la Recherche Scientifique - Fonds National de la Recherche Scientifique , Brussels, Belgium.

Frontiers in Psychology
|January 27, 2015
PubMed
Summary
This summary is machine-generated.

Children and adults learn visual statistical learning (VSL) regularities. While adults show implicit knowledge, children

Keywords:
childrenconfidence judgmentsconsciousnessimplicit and explicit knowledgevisual statistical learning

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Area of Science:

  • Cognitive psychology
  • Developmental psychology
  • Neuroscience

Background:

  • Visual statistical learning (VSL) involves extracting probabilities of co-occurring shapes during passive viewing.
  • Existing research suggests infants possess VSL, but debate continues regarding conscious awareness accompanying this learning.
  • Prior studies explored VSL and awareness in adults, necessitating investigation in younger populations.

Purpose of the Study:

  • To investigate visual statistical learning (VSL) and conscious awareness in children.
  • To compare VSL and awareness between children and young adults using an adapted paradigm.
  • To determine the developmental trajectory of implicit and explicit influences in VSL.

Main Methods:

  • Adapted a visual statistical learning (VSL) paradigm previously used with adults.
  • Exposed fifth graders and undergraduates to visual shape triplets.
  • Assessed learning using direct and indirect measures, including confidence judgments for explicit knowledge assessment.

Main Results:

  • Both children and young adults demonstrated learning of statistical regularities between shapes.
  • Participants performing above chance in a completion task showed conscious access to learned knowledge in both age groups.
  • Adults showed above-chance performance even when guessing, indicating potential implicit knowledge, whereas children did not.

Conclusions:

  • Visual statistical learning (VSL) occurs in children and young adults.
  • Conscious awareness accompanies VSL when performance exceeds chance levels.
  • Implicit knowledge in VSL appears to develop with age, suggesting a developmental trajectory.