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Related Concept Videos

Language Development01:22

Language Development

713
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...
713
Learning Disabilities01:25

Learning Disabilities

489
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...
489
Language and Cognition01:27

Language and Cognition

612
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.
612
Lateralization01:28

Lateralization

827
Brain lateralization refers to the division of mental processes and functions between the two hemispheres of the brain, a phenomenon that optimizes neural efficiency and underpins complex abilities in humans. This specialization allows each hemisphere to perform tasks where it has a comparative advantage, facilitating more refined cognitive capabilities across different domains.
827

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Related Experiment Video

Updated: Dec 14, 2025

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Statistical Learning in Late Talkers and Normal Peers.

Fatemeh Karimian1, Yalda Kazemi1, Arash Najimi2

  • 1Child Language Research Cluster, Department of Speech Therapy, School of Rehabilitation Sciences, Isfahan University of Medical Sciences, Isfahan, Iran.

Advanced Biomedical Research
|July 23, 2020
PubMed
Summary

Statistical learning (SL) did not show a significant correlation with language measures in late talkers (LTs). This study found no difference in SL abilities between LTs and normal children (NC).

Keywords:
Developmental language disorderlanguage developmentlate talkersspecific language impairmentstatistical learningvisual sequence learning

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Area of Science:

  • Child development
  • Linguistics
  • Cognitive science

Background:

  • Late talkers (LTs) are children under three with limited vocabularies but no other developmental issues.
  • Statistical learning (SL) involves recognizing temporal patterns in environmental stimuli like language.
  • This study explored if SL tasks could identify LTs who might later develop language disorders.

Purpose of the Study:

  • To investigate the correlation between language measures and SL outcomes in LTs and typically developing children.
  • To determine if SL abilities differ between late talking children and normal children.

Main Methods:

  • Sixteen pairs of LTs and normal children (NCs) were recruited from day-care centers and clinics.
  • Children's eye movements to visual sequences were monitored using Habit software to assess SL.
  • Language measures were evaluated in a free-play setting.

Main Results:

  • No significant correlation was found between statistical learning and language measures.
  • There was no observable difference in statistical learning abilities between the late talker and normal child groups (P = 0.73).

Conclusions:

  • The findings suggest no clear link between statistical learning and delayed language measures in young children.
  • Potential limitations include small sample size, child fatigue, and the visual task's efficacy in assessing SL.