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Statistical learning and mathematics: Are different domains and modalities of statistical learning related to different math skills?

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Τίτλος: Statistical learning and mathematics: Are different domains and modalities of statistical learning related to different math skills?
Συγγραφείς: Janssens MC; Department of Brain and Cognition, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Belgium; Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Kulak, Belgium. Electronic address: michelle.janssens1@kuleuven.be., Smets L; Psychological Sciences Research Institute, Université catholique de Louvain, Belgium., Smalle EHM; Department of Developmental Psychology, Tilburg School of Social and Behavioral Sciences, Tilburg University, the Netherlands., Szmalec A; Psychological Sciences Research Institute, Université catholique de Louvain, Belgium; Department of Experimental Psychology, Faculty of Psychology and Educational Sciences, Ghent University, Belgium; Institute of Neuroscience, Université catholique de Louvain, Belgium., Reynvoet B; Department of Brain and Cognition, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Belgium; Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Kulak, Belgium.
Πηγή: Cognition [Cognition] 2026 Nov; Vol. 276, pp. 106662. Date of Electronic Publication: 2026 Jul 21.
Τύπος έκδοσης: Journal Article
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: Elsevier Country of Publication: Netherlands NLM ID: 0367541 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-7838 (Electronic) Linking ISSN: 00100277 NLM ISO Abbreviation: Cognition Subsets: MEDLINE
Imprint Name(s): Publication: Amsterdam : Elsevier
Original Publication: Hague, Mouton.
Ιατρικοί όροι (MeSH): Learning*/physiology , Aptitude*/physiology , Mathematics* , Mathematical Concepts* , Probability Learning*, Visual Perception/physiology ; Humans ; Female ; Adult ; Male ; Young Adult
Περίληψη: Statistical learning (SL) is widely recognized as a critical contributor to the acquisition of a wide range of cognitive skills, particularly language. Overall, SL refers to the ability to extract regularities in how stimuli co-occur across space and time, in different domains (verbal or non-verbal) and modalities (auditory or visual). Mathematics is often referred to as a language of symbols and rules. However, the potential role of SL in mathematical cognition remains largely underexamined. Given the multidimensional nature of mathematics (e.g., arithmetic, geometry), we hypothesized that the acquisition of different math abilities relies on the extraction of verbal and/or visuospatial regularities. To test this hypothesis, the current study represents the first investigation of the relationship between SL in different domains and modalities of learning input and several math skills. To this end, 151 adult participants were evaluated on auditory-verbal and visual/visuospatial SL abilities, as well as on two basic math skills (order processing and geometry intuition) and on general math performance. The results of a path analysis showed that SL is related to basic math skills, which in turn are (indirectly) related to general math performance. Importantly, domain/modality-specific trends were observed, such that auditory-verbal and visuospatial SL were related to order processing and geometry intuition, respectively. These findings indicate a consistent, albeit small, association between SL and mathematical cognition, and underline the importance of considering different domains and modalities of SL in relation to a multidimensional skill like mathematics.
(Copyright © 2026 Elsevier B.V. All rights reserved.)
Contributed Indexing: Keywords: Mathematics; Multi-dimensionality/modality; Statistical learning
Entry Date(s): Date Created: 20260721 Date Completed: 20260808 Latest Revision: 20260808
Update Code: 20260809
DOI: 10.1016/j.cognition.2026.106662
PMID: 42480253
Βάση Δεδομένων: MEDLINE
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  Data: Statistical learning and mathematics: Are different domains and modalities of statistical learning related to different math skills?
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  Data: Statistical learning (SL) is widely recognized as a critical contributor to the acquisition of a wide range of cognitive skills, particularly language. Overall, SL refers to the ability to extract regularities in how stimuli co-occur across space and time, in different domains (verbal or non-verbal) and modalities (auditory or visual). Mathematics is often referred to as a language of symbols and rules. However, the potential role of SL in mathematical cognition remains largely underexamined. Given the multidimensional nature of mathematics (e.g., arithmetic, geometry), we hypothesized that the acquisition of different math abilities relies on the extraction of verbal and/or visuospatial regularities. To test this hypothesis, the current study represents the first investigation of the relationship between SL in different domains and modalities of learning input and several math skills. To this end, 151 adult participants were evaluated on auditory-verbal and visual/visuospatial SL abilities, as well as on two basic math skills (order processing and geometry intuition) and on general math performance. The results of a path analysis showed that SL is related to basic math skills, which in turn are (indirectly) related to general math performance. Importantly, domain/modality-specific trends were observed, such that auditory-verbal and visuospatial SL were related to order processing and geometry intuition, respectively. These findings indicate a consistent, albeit small, association between SL and mathematical cognition, and underline the importance of considering different domains and modalities of SL in relation to a multidimensional skill like mathematics.<br /> (Copyright © 2026 Elsevier B.V. All rights reserved.)
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