Abstract
Statistical learning is involved in most aspects of language acquisition, for example, word segmentation and phrase structure. Children with language-related impairments generally perform sub-normally on statistical learning tasks. In the current paper, I review important studies of statistical learning and discuss how these perspectives may be used to improve the study of developmental language impairments and their remedial treatment. A particular focus is on the prospects of designing training tasks in a non-linguistic domain of behavior, which may have motivational advantages compared to general language training. The studies reviewed are discussed in relation to Ullman’s procedural/ declarative model and are related to Saffran’s constrained statistical learning framework.»/><meta name=
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