Academic Journal
Re-Evaluating the Role of Statistical Learning: Domain-General Predictors of Language in Typical and Atypical Development.
| Τίτλος: | Re-Evaluating the Role of Statistical Learning: Domain-General Predictors of Language in Typical and Atypical Development. |
|---|---|
| Συγγραφείς: | Lukics KS; Department of Cognitive Science, Faculty of Natural Sciences, Budapest University of Technology and Economics, Muegyetem rkp. 3., H-1111 Budapest, Hungary., Dobó D, Rácz P, Lukács Á |
| Πηγή: | Cognitive science [Cogn Sci] 2026 Sep; Vol. 50 (9), pp. e70261. |
| Τύπος έκδοσης: | Journal Article |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: Wiley-Blackwell Country of Publication: United States NLM ID: 7708195 Publication Model: Print Cited Medium: Internet ISSN: 1551-6709 (Electronic) Linking ISSN: 03640213 NLM ISO Abbreviation: Cogn Sci Subsets: MEDLINE |
| Imprint Name(s): | Publication: 2009-: Hoboken, N.J. : Wiley-Blackwell Original Publication: Norwood, N. J., Ablex Pub. Corp. |
| Ιατρικοί όροι (MeSH): | Language Development Disorders*/psychology , Autism Spectrum Disorder*/psychology , Autism Spectrum Disorder*/physiopathology , Attention Deficit Disorder with Hyperactivity*/psychology , Learning*/physiology , Language Development* , Language*, Memory, Short-Term/physiology ; Humans ; Child ; Female ; Male ; Adolescent ; Vocabulary |
| Περίληψη: | The ability to detect statistical regularities in the input is widely assumed to support language acquisition, but its unique contribution to individual differences in language outcomes remains uncertain, especially in neurodevelopmental conditions. This study tested whether statistical learning predicts expressive vocabulary and grammatical skills in children with typical development and in groups with developmental language disorder, autism spectrum disorder or attention deficit hyperactivity disorder. A total of 102 Hungarian-speaking children aged 8 to 15 years completed tasks assessing statistical learning, auditory and visual perceptual speed, short-term and working memory, sentence repetition, and expressive vocabulary. Statistical learning showed modest associations with language measures, but the effects of perceptual speed and working memory were stronger. Verbal working memory consistently emerged as the strongest predictor of vocabulary and sentence repetition across all groups. At the same time, the relatively low reliability of the statistical learning measures may have attenuated the observed associations, potentially leading to an underestimation of the strength of their relationship with language. The pattern of associations did not differ systematically between diagnostic groups, consistent with the idea that variation in language outcomes reflects general cognitive differences that cut across traditional diagnostic categories. This finding is consistent with dimensional accounts of neurodevelopment, which propose that differences between conditions arise through quantitative rather than qualitative variation in core cognitive processes. However, the various dimensions were hard to disentangle at this sample size. By demonstrating this pattern for language abilities, the present study extends the dimensional perspective to the domain of language development and highlights the importance of accounting for shared cognitive mechanisms when studying typical and atypical language variation. (© 2026 The Author(s). Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).) |
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| Grant Information: | Lendület Research Grant of the Hungarian Academy of Sciences; Thematic Excellence Programme of the Ministry of Culture and Innovation and the National Research, Development and Innovation Office; University Research Scholarship Programme of the National Research, Development and Innovation Office |
| Contributed Indexing: | Keywords: Attention deficit hyperactivity disorder; Autism spectrum disorder; Developmental language disorder; Dimensional perspective; Grammatical abilities; Statistical learning; Vocabulary; Working memory |
| Entry Date(s): | Date Created: 20260910 Date Completed: 20260910 Latest Revision: 20260914 |
| Update Code: | 20260914 |
| PubMed Central ID: | PMC13558848 |
| DOI: | 10.1111/cogs.70261 |
| PMID: | 42717482 |
| Βάση Δεδομένων: | MEDLINE |
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| Items | – Name: Title Label: Title Group: Ti Data: Re-Evaluating the Role of Statistical Learning: Domain-General Predictors of Language in Typical and Atypical Development. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AU" term="%22Lukics+KS%22">Lukics KS</searchLink>; Department of Cognitive Science, Faculty of Natural Sciences, Budapest University of Technology and Economics, Muegyetem rkp. 3., H-1111 Budapest, Hungary.<br /><searchLink fieldCode="AU" term="%22Dobó+D%22">Dobó D</searchLink><br /><searchLink fieldCode="AU" term="%22Rácz+P%22">Rácz P</searchLink><br /><searchLink fieldCode="AU" term="%22Lukács+Á%22">Lukács Á</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%227708195%22">Cognitive science</searchLink> [Cogn Sci] 2026 Sep; Vol. 50 (9), pp. e70261. – Name: TypePub Label: Publication Type Group: TypPub Data: Journal Article – Name: Language Label: Language Group: Lang Data: English – Name: TitleSource Label: Journal Info Group: Src Data: <i>Publisher: </i><searchLink fieldCode="PB" term="%22Wiley-Blackwell%22">Wiley-Blackwell </searchLink><i>Country of Publication: </i>United States <i>NLM ID: </i>7708195 <i>Publication Model: </i>Print <i>Cited Medium: </i>Internet <i>ISSN: </i>1551-6709 (Electronic) <i>Linking ISSN: </i><searchLink fieldCode="IS" term="%2203640213%22">03640213 </searchLink><i>NLM ISO Abbreviation: </i>Cogn Sci <i>Subsets: </i>MEDLINE – Name: PublisherInfo Label: Imprint Name(s) Group: PubInfo Data: <i>Publication</i>: 2009-: Hoboken, N.J. : Wiley-Blackwell<br /><i>Original Publication</i>: Norwood, N. J., Ablex Pub. Corp. – Name: SubjectMESH Label: MeSH Terms Group: Su Data: <searchLink fieldCode="MM" term="%22Language+Development+Disorders%22">Language Development Disorders*</searchLink>/<searchLink fieldCode="MM" term="%22Language+Development+Disorders+psychology%22">psychology</searchLink> <br /><searchLink fieldCode="MM" term="%22Autism+Spectrum+Disorder%22">Autism Spectrum Disorder*</searchLink>/<searchLink fieldCode="MM" term="%22Autism+Spectrum+Disorder+psychology%22">psychology</searchLink> <br /><searchLink fieldCode="MM" term="%22Autism+Spectrum+Disorder%22">Autism Spectrum Disorder*</searchLink>/<searchLink fieldCode="MM" term="%22Autism+Spectrum+Disorder+physiopathology%22">physiopathology</searchLink> <br /><searchLink fieldCode="MM" term="%22Attention+Deficit+Disorder+with+Hyperactivity%22">Attention Deficit Disorder with Hyperactivity*</searchLink>/<searchLink fieldCode="MM" term="%22Attention+Deficit+Disorder+with+Hyperactivity+psychology%22">psychology</searchLink> <br /><searchLink fieldCode="MM" term="%22Learning%22">Learning*</searchLink>/<searchLink fieldCode="MM" term="%22Learning+physiology%22">physiology</searchLink> <br /><searchLink fieldCode="MM" term="%22Language+Development%22">Language Development*</searchLink> <br /><searchLink fieldCode="MM" term="%22Language%22">Language*</searchLink><br /><searchLink fieldCode="MH" term="%22Memory%2C+Short-Term%22">Memory, Short-Term</searchLink>/<searchLink fieldCode="MH" term="%22Memory%2C+Short-Term+physiology%22">physiology</searchLink> ; <searchLink fieldCode="MH" term="%22Humans%22">Humans</searchLink> ; <searchLink fieldCode="MH" term="%22Child%22">Child</searchLink> ; <searchLink fieldCode="MH" term="%22Female%22">Female</searchLink> ; <searchLink fieldCode="MH" term="%22Male%22">Male</searchLink> ; <searchLink fieldCode="MH" term="%22Adolescent%22">Adolescent</searchLink> ; <searchLink fieldCode="MH" term="%22Vocabulary%22">Vocabulary</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The ability to detect statistical regularities in the input is widely assumed to support language acquisition, but its unique contribution to individual differences in language outcomes remains uncertain, especially in neurodevelopmental conditions. This study tested whether statistical learning predicts expressive vocabulary and grammatical skills in children with typical development and in groups with developmental language disorder, autism spectrum disorder or attention deficit hyperactivity disorder. A total of 102 Hungarian-speaking children aged 8 to 15 years completed tasks assessing statistical learning, auditory and visual perceptual speed, short-term and working memory, sentence repetition, and expressive vocabulary. Statistical learning showed modest associations with language measures, but the effects of perceptual speed and working memory were stronger. Verbal working memory consistently emerged as the strongest predictor of vocabulary and sentence repetition across all groups. At the same time, the relatively low reliability of the statistical learning measures may have attenuated the observed associations, potentially leading to an underestimation of the strength of their relationship with language. The pattern of associations did not differ systematically between diagnostic groups, consistent with the idea that variation in language outcomes reflects general cognitive differences that cut across traditional diagnostic categories. This finding is consistent with dimensional accounts of neurodevelopment, which propose that differences between conditions arise through quantitative rather than qualitative variation in core cognitive processes. However, the various dimensions were hard to disentangle at this sample size. By demonstrating this pattern for language abilities, the present study extends the dimensional perspective to the domain of language development and highlights the importance of accounting for shared cognitive mechanisms when studying typical and atypical language variation.<br /> (© 2026 The Author(s). Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).) – Name: Ref Label: References Group: RefInfo Data: Child Neuropsychol. 2014;20(1):14-22. (PMID: <searchLink fieldCode="PM" term="%2223062060%22">23062060)</searchLink><br />Sci Stud Read. 2020;24(1):7-13. (PMID: <searchLink fieldCode="PM" term="%2232440085%22">32440085)</searchLink><br />J Child Psychol Psychiatry. 2001 Sep;42(6):741-8. (PMID: <searchLink fieldCode="PM" term="%2211583246%22">11583246)</searchLink><br />Cortex. 2005 Jun;41(3):399-433. (PMID: <searchLink fieldCode="PM" term="%2215871604%22">15871604)</searchLink><br />Child Neuropsychol. 2007 Nov;13(6):469-93. (PMID: <searchLink fieldCode="PM" term="%2217852125%22">17852125)</searchLink><br />Dev Sci. 2014 May;17(3):352-65. (PMID: <searchLink fieldCode="PM" term="%2224410990%22">24410990)</searchLink><br />Int J Lang Commun Disord. 2019 Jan;54(1):79-94. 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(PMID: <searchLink fieldCode="PM" term="%2232018038%22">32018038)</searchLink> – Name: GrantInfo Label: Grant Information Group: Grant Data: Lendület Research Grant of the Hungarian Academy of Sciences; Thematic Excellence Programme of the Ministry of Culture and Innovation and the National Research, Development and Innovation Office; University Research Scholarship Programme of the National Research, Development and Innovation Office – Name: SubjectMinor Label: Contributed Indexing Group: Data: <i>Keywords: </i>Attention deficit hyperactivity disorder; Autism spectrum disorder; Developmental language disorder; Dimensional perspective; Grammatical abilities; Statistical learning; Vocabulary; Working memory – Name: DateEntry Label: Entry Date(s) Group: Date Data: <i>Date Created: </i>20260910 <i>Date Completed: </i>20260910 <i>Latest Revision: </i>20260914 – Name: DateUpdate Label: Update Code Group: Date Data: 20260914 – Name: PubmedCentralID Label: PubMed Central ID Group: ID Data: PMC13558848 – Name: DOI Label: DOI Group: ID Data: 10.1111/cogs.70261 – Name: AN Label: PMID Group: ID Data: 42717482 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/cogs.70261 Languages: – Code: eng Text: English PhysicalDescription: Pagination: StartPage: e70261 Subjects: – SubjectFull: Memory, Short-Term physiology Type: general – SubjectFull: Humans Type: general – SubjectFull: Child Type: general – SubjectFull: Female Type: general – SubjectFull: Male Type: general – SubjectFull: Adolescent Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Language Development Disorders psychology Type: general – SubjectFull: Autism Spectrum Disorder psychology Type: general – SubjectFull: Autism Spectrum Disorder physiopathology Type: general – SubjectFull: Attention Deficit Disorder with Hyperactivity psychology Type: general – SubjectFull: Learning physiology Type: general – SubjectFull: Language Development Type: general – SubjectFull: Language Type: general Titles: – TitleFull: Re-Evaluating the Role of Statistical Learning: Domain-General Predictors of Language in Typical and Atypical Development. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lukics KS – PersonEntity: Name: NameFull: Dobó D – PersonEntity: Name: NameFull: Rácz P – PersonEntity: Name: NameFull: Lukács Á IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: 2026 Sep Type: published Y: 2026 Identifiers: – Type: issn-electronic Value: 1551-6709 Numbering: – Type: volume Value: 50 – Type: issue Value: 9 Titles: – TitleFull: Cognitive science Type: main |
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