Abstract
AbstractOver the past decades, studies from different research areas have examined the acquisition of simple and complex linguistic features via distributional learning, under incidental exposure conditions and across a range of populations, from infants and children to younger and older adults. This research is fundamental, as it directly addresses questions about the potential contributions of implicit and statistical learning in language acquisition across the lifespan. It is often striking how much overlap there is in terms of research questions and priorities. Yet there is little interaction across strands. If researchers are to arrive at integrated theories of implicit and explicit learning of languages, they cannot afford to focus so heavily on their respective strands that they end up accidentally disregarding important data provided by other communities.
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