Learning of Grammar-Like Visual Sequences by Adults with and without Language-Learning Disabilities

• Published in: Journal of speech, language, and hearing research Vol. 57; no. 4; pp. 1394 - 1404
• Main Authors: Aguilar, Jessica M, Plante, Elena
• Format: Journal Article
• Language: English
• Published: United States American Speech-Language-Hearing Association (ASHA) 01.08.2014; American Speech-Language-Hearing Association
• Subjects: Adolescent; Adults; Artificial Languages; Attention; Auditory Stimuli; Case-Control Studies; Children & youth; Cognitive Development; Cognitive Processes; Female; Generalization (Psychology); Grammar; Humans; Language Acquisition; Language disorders; Language Disorders - psychology; Language Impairments; Language Skills; Language Tests; Learning; Learning Disabilities; Learning disabled; Learning Disorders - psychology; Linguistics; Male; Psychological aspects; Reaction Time; Semantics; Skills; Statistical learning (Psychology); Studies; Visual learning; Visual Stimuli; Young Adult; United States
• ISSN: 1092-4388; 1558-9102
• DOI: 10.1044/2014_JSLHR-L-13-0124

Purpose: Two studies examined learning of grammar-like visual sequences to determine whether a general deficit in statistical learning characterizes this population. Furthermore, we tested the hypothesis that difficulty in sustaining attention during the learning task might account for differences in statistical learning. Method: In Study 1, adults with normal language (NL) or language-learning disability (LLD) were familiarized with the visual artificial grammar and then tested using items that conformed or deviated from the grammar. In Study 2, a 2nd sample of adults with NL and LLD were presented auditory word pairs with weak semantic associations (e.g., "groom" + "clean") along with the visual learning task. Participants were instructed to attend to visual sequences and to ignore the auditory stimuli. Incidental encoding of these words would indicate reduced attention to the primary task. Results: In Studies 1 and 2, both groups demonstrated learning and generalization of the artificial grammar. In Study 2, neither the NL nor the LLD group appeared to encode the words presented during the learning phase. Conclusion: The results argue against a general deficit in statistical learning for individuals with LLD and demonstrate that both NL and LLD learners can ignore extraneous auditory stimuli during visual learning.