Development of statistical learning ability across modalities, domains, and languages

Abstract

Statistical learning (SL) is defined as our ability to use statistics (e.g., frequencies or transitional probabilities) to detect implicit regularities in the environment. Limited research has examined the developmental trajectory of SL across domains and modalities, and no previous research has made systematic comparisons across domains, modalities, and languages using comparable tasks. The current study investigated the development of SL ability across 9-, 11-, and 13-year-old native Chinese-speaking children in non-linguistic visual and auditory SL, first-language Chinese visual and auditory SL, and second-language English visual and auditory SL. Results showed that children across the three age groups achieved all types of SL, and they performed better in visual modality than in auditory modality. Furthermore, while visual SL constantly improved from 9- to 11- to 13-year-olds, auditory SL improved only from 11- to 13-year-olds but not from 9- to 11-year-olds, which could be explained by the discrepancy in developmental trajectory between auditory language and working memory. This pattern of age and modality interaction was similar across non-linguistic Chinese and English SL. A significant interaction between modality and language type also showed that better learning was achieved in visual SL as compared with auditory SL in both non-linguistic and English stimuli. However, children performed similarly across the two modalities in Chinese, possibly due to the contribution of tonal information. Together, our findings point to the joint function of age, modality, and language type in SL development.