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Implicit Nature of Visual Statistical Learning: The Importance of Participants' Goals and Experimental Paradigm.

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Title: Implicit Nature of Visual Statistical Learning: The Importance of Participants' Goals and Experimental Paradigm.
Authors: Rogachev A; Center for Cognitive Sciences, Sirius University of Science and Technology., Logvinenko T; Self-Learning Systems Laboratory, Department of Special Education and Rehabilitation, University of Cologne., Rebreikina A; Center for Cognitive Sciences, Sirius University of Science and Technology., Sysoeva O; Center for Cognitive Sciences, Sirius University of Science and Technology.
Source: Cognitive science [Cogn Sci] 2026 Sep; Vol. 50 (9), pp. e70263.
Publication Type: Letter
Language: English
Journal Info: 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.
MeSH Terms: Learning*/physiology , Visual Perception*/physiology , Goals* , Probability Learning* , Child Development*, Humans ; Child, Preschool ; Child
Abstract: In a recent Letter to the Editor in Cognitive Science, Németh et al. (2026) published a critical commentary in response to our experimental article on the study of visual statistical learning (visual SL) in children aged 3-9 years. The authors present three critical points regarding (1) the inaccurate interpretation of the results of their article, (2) the importance of longitudinal rather than cross-sectional studies in identifying age-related dynamics of visual SL, and (3) our interpretation of SL as not entirely an implicit process. In this letter, we would like to continue the discussion initiated by the authors, as we believe that the issues they have raised are crucial for the studies of SL in general and in the context of children's development in particular. We clarify our interpretation of SL as a not entirely implicit process by addressing the impact of the experimental task and stimulus sequences on the learning process, and the involvement of psychological factors (such as individual expectations from the experiment) on SL.
(© 2026 Cognitive Science Society (CSS).)
References: Psychon Bull Rev. 2018 Oct;25(5):1847-1854. (PMID: 29159798)
Cogn Sci. 2026 Jan;50(1):e70174. (PMID: 41569146)
Front Psychol. 2019 Sep 13;10:2051. (PMID: 31572261)
Cogn Sci. 2025 Oct;49(10):e70130. (PMID: 41131791)
Front Psychol. 2015 Jan 08;5:1541. (PMID: 25620943)
Contributed Indexing: Keywords: Experimental task effects; Goal‐directed activity; Implicit learning; Visual statistical learning
Entry Date(s): Date Created: 20260916 Date Completed: 20260916 Latest Revision: 20260918
Update Code: 20260918
PubMed Central ID: PMC13580093
DOI: 10.1111/cogs.70263
PMID: 42747087
Database: MEDLINE
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  Data: Implicit Nature of Visual Statistical Learning: The Importance of Participants' Goals and Experimental Paradigm.
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  Data: In a recent Letter to the Editor in Cognitive Science, Németh et al. (2026) published a critical commentary in response to our experimental article on the study of visual statistical learning (visual SL) in children aged 3-9 years. The authors present three critical points regarding (1) the inaccurate interpretation of the results of their article, (2) the importance of longitudinal rather than cross-sectional studies in identifying age-related dynamics of visual SL, and (3) our interpretation of SL as not entirely an implicit process. In this letter, we would like to continue the discussion initiated by the authors, as we believe that the issues they have raised are crucial for the studies of SL in general and in the context of children's development in particular. We clarify our interpretation of SL as a not entirely implicit process by addressing the impact of the experimental task and stimulus sequences on the learning process, and the involvement of psychological factors (such as individual expectations from the experiment) on SL.<br /> (© 2026 Cognitive Science Society (CSS).)
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  Data: Psychon Bull Rev. 2018 Oct;25(5):1847-1854. (PMID: <searchLink fieldCode="PM" term="%2229159798%22">29159798)</searchLink><br />Cogn Sci. 2026 Jan;50(1):e70174. (PMID: <searchLink fieldCode="PM" term="%2241569146%22">41569146)</searchLink><br />Front Psychol. 2019 Sep 13;10:2051. (PMID: <searchLink fieldCode="PM" term="%2231572261%22">31572261)</searchLink><br />Cogn Sci. 2025 Oct;49(10):e70130. (PMID: <searchLink fieldCode="PM" term="%2241131791%22">41131791)</searchLink><br />Front Psychol. 2015 Jan 08;5:1541. (PMID: <searchLink fieldCode="PM" term="%2225620943%22">25620943)</searchLink>
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