Abstract
The ability to identify and pick up regularities in the environment across different perceptual and cognitive domains is known as statistical learning (SL), and it is a key component of automatically and subconsciously acquired learning. According to language acquisition, SL is considered an important mechanism for perceiving the regularities in language. Recent work tried to find the association between deficit in SL and language impairments in developmental disabilities. This review will provide an overview of studies testing the SL abilities of participants with and without developmental disorders and discuss whether SL deficit is an underlying reason for language impairment. Considering the complexity of language development, the full picture is not available yet. The research to date on SL is informative but the overall theoretical construct tends to be unspecified. This review will discuss the vagueness in definition including complex cognitive faculties and experimental paradigms. Also, future experimental directions are provided in the end.
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