Statistical learning and individual differences in language abilities: A structural equation modelling study on the...

Language acquisition and processing rely on a dynamic network of cognitive abilities, where various mechanisms interact to support the recognition, integration, and application of linguistic patterns. Previous research has largely focused on the dual relationships between statistical learning and language abilities, or between core cognitive functions (perceptual speed, working memory, cognitive control) and linguistic abilities, leaving their combined interaction underexplored. To address this gap, this study investigates how statistical learning-a process that enables individuals to detect patterns in language-relates to linguistic abilities and the extent to which core cognitive functions contribute to this relationship. We assessed a large sample of 608 Hungarian speakers (ages 14 to 92) on multiple tasks measuring statistical learning (speech segmentation, artificial grammar learning), linguistic performance (grammatical sensitivity, pragmatic comprehension, semantic prediction, violation processing, and reading efficiency), and core cognitive abilities (perceptual speed, working memory, cognitive control). Structural equation modelling revealed significant small to moderate relationships between statistical learning and language abilities, with offline statistical learning tasks predicting linguistic performance better than online measures (which assess statistical learning in real time). Importantly, core cognitive abilities, especially perceptual speed and working memory, consistently mediated the relationship between statistical learning and language processing, revealing the interconnected dynamics between these functions. These results support the notion that while statistical learning contributes to individual differences in language abilities, its effect is partially explained by core cognitive mechanisms implicated in both statistical learning and language processing. The findings highlight the complexity of language acquisition and processing, and underscore the need for further investigation into the mediating role of other cognitive factors.