Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Language and Cognition01:27

Language and Cognition

833
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
833
Learning Disabilities01:25

Learning Disabilities

645
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
645
Language Development01:22

Language Development

969
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
969

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Linguists should learn to love speech-based deep learning models.

The Behavioral and brain sciences·2026
Same author

Who's Next? Turn Anticipation in Dutch Preschoolers With and Without Developmental Language Disorder.

Journal of speech, language, and hearing research : JSLHR·2026
Same author

Longitudinal relations between phonological and grammatical development of young children with developmental language disorder.

Clinical linguistics & phonetics·2025
Same author

From age two, children use pronouns to predict who will speak next in conversation.

Journal of experimental child psychology·2025
Same author

A systematic review of language and motor skills in children with developmental coordination disorder (DCD) and developmental language disorder (DLD).

Research in developmental disabilities·2025
Same author

Speech sound development of young Dutch children with a developmental language disorder: A complex matter.

International journal of language & communication disorders·2024

Related Experiment Video

Updated: Feb 18, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

8.1K

Statistical Learning in Specific Language Impairment: A Meta-Analysis.

Imme Lammertink1, Paul Boersma1, Frank Wijnen2

  • 1Amsterdam Center for Language and Communication, University of Amsterdam, the Netherlands.

Journal of Speech, Language, and Hearing Research : JSLHR
|November 18, 2017
PubMed
Summary

Individuals with specific language impairment (SLI) demonstrate a significant deficit in auditory verbal statistical learning compared to their peers. This meta-analysis confirms that detecting statistical regularities in auditory input is less effective in those with SLI.

More Related Videos

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment
06:48

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Published on: June 25, 2019

9.8K
Practical Methodology of Cognitive Tasks Within a Navigational Assessment
05:19

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Published on: June 1, 2015

14.1K

Related Experiment Videos

Last Updated: Feb 18, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

8.1K
Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment
06:48

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Published on: June 25, 2019

9.8K
Practical Methodology of Cognitive Tasks Within a Navigational Assessment
05:19

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Published on: June 1, 2015

14.1K

Area of Science:

  • Linguistics
  • Developmental Psychology
  • Cognitive Neuroscience

Background:

  • Specific Language Impairment (SLI) affects language acquisition and processing.
  • Statistical learning is a key mechanism for language development.
  • Auditory verbal statistical learning involves identifying patterns in spoken language.

Purpose of the Study:

  • To quantitatively synthesize research on auditory verbal statistical learning in individuals with and without SLI.
  • To evaluate the evidence for a statistical learning deficit in SLI.
  • To provide an open-access, updatable meta-analysis database.

Main Methods:

  • Systematic literature search of published and unpublished studies.
  • Inclusion of 10 experiments with 213 participants with SLI and 363 controls (ages 6-19).
  • Extraction and conversion of data to Hedges' g effect sizes.

Main Results:

  • A significant overall standardized mean difference of 0.54 (p < .001) was found between groups.
  • Individuals with SLI showed significantly poorer auditory verbal statistical learning than controls.
  • The 95% confidence interval for the difference was [0.36, 0.71].

Conclusions:

  • A robust difference in statistical learning exists between individuals with and without SLI.
  • The findings support a statistical learning deficit hypothesis in SLI.
  • Auditory statistical regularity detection is less effective in individuals with SLI.