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Afazili Bireylerde Dil Becerileri ve İstatistiki Öğrenme Becerisi Arasındaki İlişkinin İncelenmesi

Year 2023, Volume: 34 Issue: 2, 285 - 304, 29.12.2023

Talat Bulut , Emine Bahar

https://doi.org/10.18492/dad.1336925
Cited By: 1

Abstract

Afazi; bireylerdeki çeşitli dil, konuşma ve iletişim becerilerinde sorunlara yol açan bir dil bozukluğudur. Afazinin yalnızca dil becerilerinde değil, bilişsel beceriler üzerinde de etkisi olduğu düşünülmektedir. Mevcut çalışmada istatistiki öğrenmenin dil becerileri üzerindeki etkisi ve afazi ile olası ilişkisinin araştırılması hedeflenmiştir. Ayrıca farklı algısal alanlardaki (işitsel ve görsel alanlar) istatistiki öğrenme becerisinin dil becerilerini farklı şekilde etkileyip etkilemediği araştırmanın alt amacıdır. Bu amaçla afazi grubu (n = 16) ve bu bireylerle yaş ve eğitim seviyesi açısından eşleştirilmiş sağlıklı kontrol grubundaki (n = 29) bireylerden bilişsel beceriler (görsel ve işitsel istatistiki öğrenme, sözel olmayan zekâ) ve dil becerilerine (Afazi Dil Değerlendirme Testi) ilişkin ölçümler alınmıştır. Elde edilen veriler Kruskal-Wallis testleri ve çoklu regresyon modelleri kullanılarak analiz edilmiştir. Afazi Dil Değerlendirme Testi skorları ile istatistiki öğrenme skorları arasındaki ilişki incelediğinde okuma, konuşma akıcılığı ve dilbilgisi alt testlerinde görsel istatistiki öğrenmenin pozitif yönlü yordayıcı etkisi görülmüştür. Özellikle görsel istatistiki öğrenme becerisinin afazide dil becerileri ile ilişkili olduğu sonucuna ulaşılmıştır. Bulguların afazi değerlendirme ve terapi süreçlerini etkileyebilecek potansiyeli bulunmaktadır.

Keywords

afazi görsel istatistiki öğrenme işitsel istatistiki öğrenme dil becerileri

Supporting Institution

TÜBİTAK

Project Number

220K143

References

  • Arciuli, J., & Kidd, E. (2016). Individual Differences in Statistical Learning Predict Children’s Comprehension of Syntax.
  • Arciuli, J., & Simpson, I. C. (2011). Statistical learning in typically developing children: The role of age and speed of stimulus presentation. Developmental science, 14(3), 464-473.
  • Arciuli, J., & Torkildsen, J. V. K. (2012). Advancing our understanding of the link between statistical learning and language acquisition: The need for longitudinal data. Frontiers in psychology, 3, 324.
  • Ardila, A. (2014). Aphasia handbook. Miami, FL: Florida International University, 102(35), 75-112.
  • Aslin, R. N., Saffran, J. R., & Newport, E. L. (1998). Computation of conditional probability statistics by 8-month-old infants. Psychological science, 9(4), 321-324.
  • Bahar, E. (2023). Afazili ve sağlıklı bireylerde dil becerileri ile bilişsel beceriler arasındaki ilişkinin göz izleme tekniği kullanılarak incelenmesi [Yüksek lisans tezi, İstanbul Medipol Üniversitesi].
  • Bishop, D. V. M., Snowling, M. J., Thompson, P. A., & Greenhalgh, T. (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080.
  • Boersma, P., & Weenink, D. (2018). Praat: doing phonetics by computer [Computer program]. Version 6.0. 37. Retrieved February, 3, 2018.
  • Bogaerts, L., Siegelman, N., Christiansen, M. H., & Frost, R. (2022). Is there such a thing as a ‘good statistical learner’? Trends in Cognitive Sciences, 26(1), 25–37.
  • Bulf, H., Johnson, S. P., & Valenza, E. (2011). Visual statistical learning in the newborn infant. Cognition, 121(1), 127-132.
  • Bulut, T. & Günhan Şenol, N.E. (2023). Association between visual and auditory statistical learning ability and morphosyntactic processing in Turkish: A self-paced reading study. Manuscript in preparation.
  • Bulut, T., Günhan Şenol, N.E. & Wu, D.H. (2023). Individual differences in statistical learning ability correlate with morphosyntactic processing in Turkish: Evidence from eye tracking-while-listening. Manuscript in preparation.
  • Christiansen, M. H., Kelly, M. L., Shillcock, R. C., & Greenfield, K. (2010). Impaired artificial grammar learning in agrammatism. Cognition, 116(3), 382-393.
  • Conway, C. M., & Christiansen, M. H. (2005). Modality-constrained statistical learning of tactile, visual, and auditory sequences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(1), 24.
  • Creel, S. C., Newport, E. L., & Aslin, R. N. (2004). Distant melodies: statistical learning of nonadjacent dependencies in tone sequences. Journal of Experimental Psychology: Learning, memory, and cognition, 30(5), 1119.
  • Darshan, H. S., Goswami, S. P., Darshan, H. S., & Goswami, S. P. (2021). Statistical learning and its consolidation in persons with aphasia. Clinical Archives of Communication Disorders, 6(1), 28-38.
  • Emberson, L. L., Conway, C. M., & Christiansen, M. H. (2011). Timing is everything: Changes in presentation rate have opposite effects on auditory and visual implicit statistical learning. Quarterly Journal of Experimental Psychology, 64(5), 1021–1040.
  • Evans, J. L., Saffran, J. R., & Robe-Torres, K. (2009). Statistical learning in children with specific language impairment.
  • Frost, R., Armstrong, B. C., Siegelman, N., & Christiansen, M. H. (2015). Domain generality versus modality specificity: The paradox of statistical learning. Trends in cognitive sciences, 19(3), 117-125.
  • Frost, R., Siegelman, N., Narkiss, A., & Afek, L. (2013). What predicts successful literacy acquisition in a second language?. Psychological science, 24(7), 1243-1252.
  • Gabriel, A., Maillart, C., Guillaume, M., Stefaniak, N., & Meulemans, T. (2011). Exploration of serial structure procedural learning in children with language impairment. Journal of the International Neuropsychological Society, 17(2), 336-343.
  • Gabriel, A., Meulemans, T., Parisse, C., & Maillart, C. (2015). Procedural learning across modalities in French-speaking children with specific language impairment. Applied Psycholinguistics, 36(3), 747-769.
  • Gabriel, A., Stefaniak, N., Maillart, C., Schmitz, X., & Meulemans, T. (2012). Procedural visual learning in children with specific language impairment.
  • Haebig, E., Saffran, J. R., & Ellis Weismer, S. (2017). Statistical word learning in children with autism spectrum disorder and specific language impairment. Journal of Child Psychology and Psychiatry, 58(11), 1251-1263.
  • Hedenius, M., Persson, J., Tremblay, A., Adi-Japha, E., Veríssimo, J., Dye, C. D., ... & Ullman, M. T. (2011). Grammar predicts procedural learning and consolidation deficits in children with specific language impairment. Research in developmental disabilities, 32(6), 2362-2375.
  • Hsu, H. J., Tomblin, J. B., & Christiansen, M. H. (2014). Impaired statistical learning of non-adjacent dependencies in adolescents with specific language impairment. Frontiers in psychology, 5, 175.
  • Kement, N., Topbaş, S. S., & Bulut, T. (2022). Public Awareness of Childhood Language Impairment in Turkey: A Descriptive Study. Turkiye Klinikleri Journal of Health Sciences, 7(2), 358–366.
  • Kemény, F., & Lukács, Á. (2010). Impaired procedural learning in language impairment: Results from probabilistic categorization. Journal of Clinical and Experimental Neuropsychology, 32(3), 249-258.
  • Kidd, E. (2012). Implicit statistical learning is directly associated with the acquisition of syntax. Developmental psychology, 48(1), 171.
  • Kirkham, N. Z., Slemmer, J. A., & Johnson, S. P. (2002). Visual statistical learning in infancy: Evidence for a domain general learning mechanism. Cognition, 83(2), B35-B42.
  • Lum, J. A., Conti-Ramsden, G., Page, D., & Ullman, M. T. (2012). Working, declarative and procedural memory in specific language impairment. cortex, 48(9), 1138-1154.
  • Lum, J. A., Gelgic, C., & Conti-Ramsden, G. (2010). Procedural and declarative memory in children with and without specific language impairment. International Journal of Language & Communication Disorders, 45(1), 96-107.
  • Maviş, İ., & Toğram, B. (2009). Afazi Dil Değerlendirme Testi. Detay Yayıncılık.
  • Maye, J., Weiss, D. J., & Aslin, R. N. (2008). Statistical phonetic learning in infants: Facilitation and feature generalization. Developmental science, 11(1), 122-134.
  • Maye, J., Werker, J. F., & Gerken, L. (2002). Infant sensitivity to distributional information can affect phonetic discrimination. Cognition, 82(3), B101-B111.
  • McNeil, M. R., & Pratt, S. R. (2001). Defining aphasia: Some theoretical and clinical implications of operating from a formal definition. Aphasiology, 15(10-11), 901-911.
  • Misyak, J. B., & Christiansen, M. H. (2012). Statistical learning and language: An individual differences study. Language Learning, 62(1), 302-331.
  • Misyak, J. B., Christiansen, M. H., & Tomblin, J. B. (2010). On-line individual differences in statistical learning predict language processing. Frontiers in psychology, 1, 31.
  • Newport, E. L., & Aslin, R. N. (2004). Learning at a distance I. Statistical learning of non-adjacent dependencies. Cognitive psychology, 48(2), 127-162.
  • Obeid, R., Brooks, P. J., Powers, K. L., Gillespie-Lynch, K., & Lum, J. A. (2016). Statistical learning in specific language impairment and autism spectrum disorder: A meta-analysis. Frontiers in psychology, 7, 1245.
  • Peñaloza, C., Benetello, A., Tuomiranta, L., Heikius, I. M., Järvinen, S., Majos, M. C., ... & Rodriguez-Fornells, A. (2015). Speech segmentation in aphasia. Aphasiology, 29(6), 724-743.
  • Qi, Z., Sanchez Araujo, Y., Georgan, W. C., Gabrieli, J. D. E., & Arciuli, J. (2019). Hearing Matters More Than Seeing: A Cross-Modality Study of Statistical Learning and Reading Ability. Scientific Studies of Reading, 23(1), 101–115.
  • R Core Team. (2021). R: a language and environment for statistical computing. Vienna: R Foundation for Statistical Computing. (No Title).
  • Raven, J. (1998). Court JH. Manual for Raven’s progressive matrices and vocabulary scales. Assessment. Oxford: Oxford Psychlogists Press.
  • Raviv, L., & Arnon, I. (2018). The developmental trajectory of children's auditory and visual statistical learning abilities: Modality‐based differences in the effect of age. Developmental Science, 21(4), e12593.
  • Romberg, A. R., & Saffran, J. R. (2010). Statistical learning and language acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 1(6), 906-914.
  • Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274(5294), 1926-1928.
  • Saffran, J. R., Johnson, E. K., Aslin, R. N., & Newport, E. L. (1999). Statistical learning of tone sequences by human infants and adults. Cognition, 70(1), 27-52.
  • Schevenels, K., Michiels, L., Lemmens, R., De Smedt, B., Zink, I., & Vandermosten, M. (2022). The role of the hippocampus in statistical learning and language recovery in persons with post stroke aphasia. NeuroImage: Clinical, 36, 103243.
  • Schuchard, J., & Thompson, C. K. (2014). Statistical Learning in Aphasia: Preliminary Results from an Artificial Grammar Learning Task.
  • Siegelman, N., Bogaerts, L., & Frost, R. (2017). Measuring individual differences in statistical learning: Current pitfalls and possible solutions. Behavior research methods, 49, 418-432.
  • Siegelman, N., & Frost, R. (2015). Statistical learning as an individual ability: Theoretical perspectives and empirical evidence. Journal of Memory and Language, 81(3), 105–120.
  • Teinonen, T., Fellman, V., Näätänen, R., Alku, P., & Huotilainen, M. (2009). Statistical language learning in neonates revealed by event-related brain potentials. BMC neuroscience, 10(1), 1-8.
  • Thiessen, E. D. (2011). Domain general constraints on statistical learning. Child Development, 82(2), 462-470.
  • Thye, M., & Mirman, D. (2018). Relative contributions of lesion location and lesion size to predictions of varied language deficits in post-stroke aphasia. NeuroImage: Clinical, 20(October), 1129–1138.
  • Toğram, B., & Maviş, İ. (2012). Afazi Dil Değerlendirme Testi’nin Geçerlik, Güvenirlik ve Standardizasyon Çalışması. Turkish Journal of Neurology/Turk Noroloji Dergisi, 18(3).
  • Tyrer, J. H., & Jordan, J. M. (1971). Rationale and short description of the Queensland University Aphasia Test (QUAT). British Journal of Disorders of Communication, 6(2), 164-172.
  • Ullman, M. T. (2004). Contributions of memory circuits to language: The declarative/procedural model. Cognition, 92(1-2), 231-270.
  • Vadinova, V., Buivolova, O., Dragoy, O., van Witteloostuijn, M., & Bos, L. S. (2020). Implicit-statistical learning in aphasia and its relation to lesion location. Neuropsychologia, 147(May), 107591.

Association Between Language Skills and Statistical Learning in Aphasia

Year 2023, Volume: 34 Issue: 2, 285 - 304, 29.12.2023

Talat Bulut , Emine Bahar

https://doi.org/10.18492/dad.1336925
Cited By: 1

Abstract

Aphasia is a language disorder that causes problems in various speech, language and communication skills. It is thought that aphasia has an effect not only on language skills, but also on cognitive skills. The current study investigated the effect of statistical learning on language skills and its possible relationship with aphasia. In addition, the secondary aim of the research is to examine whether statistical learning skills in different perceptual domains (auditory and visual domains) affect language skills differently. For this purpose, cognitive (visual and auditory statistical learning, non-verbal intelligence) and language (Aphasia Language Assessment Test) assessments were obtained from individuals with aphasia (n = 16) and age- and education level-matched healthy adults (n = 29). The data were analyzed using Kruskal-Wallis tests and multiple regression models. When the association between ADD scores and statistical learning scores was examined, a positive predictive effect of visual statistical learning was observed on the reading, speaking fluency and grammar subtests. In particular, it was concluded that visual statistical learning is related to language skills in aphasia. The findings have the potential to influence aphasia assessment and intervention.

Keywords

aphasia auditory statistical learning visual statistical learning language skills

Project Number

220K143

References

  • Arciuli, J., & Kidd, E. (2016). Individual Differences in Statistical Learning Predict Children’s Comprehension of Syntax.
  • Arciuli, J., & Simpson, I. C. (2011). Statistical learning in typically developing children: The role of age and speed of stimulus presentation. Developmental science, 14(3), 464-473.
  • Arciuli, J., & Torkildsen, J. V. K. (2012). Advancing our understanding of the link between statistical learning and language acquisition: The need for longitudinal data. Frontiers in psychology, 3, 324.
  • Ardila, A. (2014). Aphasia handbook. Miami, FL: Florida International University, 102(35), 75-112.
  • Aslin, R. N., Saffran, J. R., & Newport, E. L. (1998). Computation of conditional probability statistics by 8-month-old infants. Psychological science, 9(4), 321-324.
  • Bahar, E. (2023). Afazili ve sağlıklı bireylerde dil becerileri ile bilişsel beceriler arasındaki ilişkinin göz izleme tekniği kullanılarak incelenmesi [Yüksek lisans tezi, İstanbul Medipol Üniversitesi].
  • Bishop, D. V. M., Snowling, M. J., Thompson, P. A., & Greenhalgh, T. (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080.
  • Boersma, P., & Weenink, D. (2018). Praat: doing phonetics by computer [Computer program]. Version 6.0. 37. Retrieved February, 3, 2018.
  • Bogaerts, L., Siegelman, N., Christiansen, M. H., & Frost, R. (2022). Is there such a thing as a ‘good statistical learner’? Trends in Cognitive Sciences, 26(1), 25–37.
  • Bulf, H., Johnson, S. P., & Valenza, E. (2011). Visual statistical learning in the newborn infant. Cognition, 121(1), 127-132.
  • Bulut, T. & Günhan Şenol, N.E. (2023). Association between visual and auditory statistical learning ability and morphosyntactic processing in Turkish: A self-paced reading study. Manuscript in preparation.
  • Bulut, T., Günhan Şenol, N.E. & Wu, D.H. (2023). Individual differences in statistical learning ability correlate with morphosyntactic processing in Turkish: Evidence from eye tracking-while-listening. Manuscript in preparation.
  • Christiansen, M. H., Kelly, M. L., Shillcock, R. C., & Greenfield, K. (2010). Impaired artificial grammar learning in agrammatism. Cognition, 116(3), 382-393.
  • Conway, C. M., & Christiansen, M. H. (2005). Modality-constrained statistical learning of tactile, visual, and auditory sequences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(1), 24.
  • Creel, S. C., Newport, E. L., & Aslin, R. N. (2004). Distant melodies: statistical learning of nonadjacent dependencies in tone sequences. Journal of Experimental Psychology: Learning, memory, and cognition, 30(5), 1119.
  • Darshan, H. S., Goswami, S. P., Darshan, H. S., & Goswami, S. P. (2021). Statistical learning and its consolidation in persons with aphasia. Clinical Archives of Communication Disorders, 6(1), 28-38.
  • Emberson, L. L., Conway, C. M., & Christiansen, M. H. (2011). Timing is everything: Changes in presentation rate have opposite effects on auditory and visual implicit statistical learning. Quarterly Journal of Experimental Psychology, 64(5), 1021–1040.
  • Evans, J. L., Saffran, J. R., & Robe-Torres, K. (2009). Statistical learning in children with specific language impairment.
  • Frost, R., Armstrong, B. C., Siegelman, N., & Christiansen, M. H. (2015). Domain generality versus modality specificity: The paradox of statistical learning. Trends in cognitive sciences, 19(3), 117-125.
  • Frost, R., Siegelman, N., Narkiss, A., & Afek, L. (2013). What predicts successful literacy acquisition in a second language?. Psychological science, 24(7), 1243-1252.
  • Gabriel, A., Maillart, C., Guillaume, M., Stefaniak, N., & Meulemans, T. (2011). Exploration of serial structure procedural learning in children with language impairment. Journal of the International Neuropsychological Society, 17(2), 336-343.
  • Gabriel, A., Meulemans, T., Parisse, C., & Maillart, C. (2015). Procedural learning across modalities in French-speaking children with specific language impairment. Applied Psycholinguistics, 36(3), 747-769.
  • Gabriel, A., Stefaniak, N., Maillart, C., Schmitz, X., & Meulemans, T. (2012). Procedural visual learning in children with specific language impairment.
  • Haebig, E., Saffran, J. R., & Ellis Weismer, S. (2017). Statistical word learning in children with autism spectrum disorder and specific language impairment. Journal of Child Psychology and Psychiatry, 58(11), 1251-1263.
  • Hedenius, M., Persson, J., Tremblay, A., Adi-Japha, E., Veríssimo, J., Dye, C. D., ... & Ullman, M. T. (2011). Grammar predicts procedural learning and consolidation deficits in children with specific language impairment. Research in developmental disabilities, 32(6), 2362-2375.
  • Hsu, H. J., Tomblin, J. B., & Christiansen, M. H. (2014). Impaired statistical learning of non-adjacent dependencies in adolescents with specific language impairment. Frontiers in psychology, 5, 175.
  • Kement, N., Topbaş, S. S., & Bulut, T. (2022). Public Awareness of Childhood Language Impairment in Turkey: A Descriptive Study. Turkiye Klinikleri Journal of Health Sciences, 7(2), 358–366.
  • Kemény, F., & Lukács, Á. (2010). Impaired procedural learning in language impairment: Results from probabilistic categorization. Journal of Clinical and Experimental Neuropsychology, 32(3), 249-258.
  • Kidd, E. (2012). Implicit statistical learning is directly associated with the acquisition of syntax. Developmental psychology, 48(1), 171.
  • Kirkham, N. Z., Slemmer, J. A., & Johnson, S. P. (2002). Visual statistical learning in infancy: Evidence for a domain general learning mechanism. Cognition, 83(2), B35-B42.
  • Lum, J. A., Conti-Ramsden, G., Page, D., & Ullman, M. T. (2012). Working, declarative and procedural memory in specific language impairment. cortex, 48(9), 1138-1154.
  • Lum, J. A., Gelgic, C., & Conti-Ramsden, G. (2010). Procedural and declarative memory in children with and without specific language impairment. International Journal of Language & Communication Disorders, 45(1), 96-107.
  • Maviş, İ., & Toğram, B. (2009). Afazi Dil Değerlendirme Testi. Detay Yayıncılık.
  • Maye, J., Weiss, D. J., & Aslin, R. N. (2008). Statistical phonetic learning in infants: Facilitation and feature generalization. Developmental science, 11(1), 122-134.
  • Maye, J., Werker, J. F., & Gerken, L. (2002). Infant sensitivity to distributional information can affect phonetic discrimination. Cognition, 82(3), B101-B111.
  • McNeil, M. R., & Pratt, S. R. (2001). Defining aphasia: Some theoretical and clinical implications of operating from a formal definition. Aphasiology, 15(10-11), 901-911.
  • Misyak, J. B., & Christiansen, M. H. (2012). Statistical learning and language: An individual differences study. Language Learning, 62(1), 302-331.
  • Misyak, J. B., Christiansen, M. H., & Tomblin, J. B. (2010). On-line individual differences in statistical learning predict language processing. Frontiers in psychology, 1, 31.
  • Newport, E. L., & Aslin, R. N. (2004). Learning at a distance I. Statistical learning of non-adjacent dependencies. Cognitive psychology, 48(2), 127-162.
  • Obeid, R., Brooks, P. J., Powers, K. L., Gillespie-Lynch, K., & Lum, J. A. (2016). Statistical learning in specific language impairment and autism spectrum disorder: A meta-analysis. Frontiers in psychology, 7, 1245.
  • Peñaloza, C., Benetello, A., Tuomiranta, L., Heikius, I. M., Järvinen, S., Majos, M. C., ... & Rodriguez-Fornells, A. (2015). Speech segmentation in aphasia. Aphasiology, 29(6), 724-743.
  • Qi, Z., Sanchez Araujo, Y., Georgan, W. C., Gabrieli, J. D. E., & Arciuli, J. (2019). Hearing Matters More Than Seeing: A Cross-Modality Study of Statistical Learning and Reading Ability. Scientific Studies of Reading, 23(1), 101–115.
  • R Core Team. (2021). R: a language and environment for statistical computing. Vienna: R Foundation for Statistical Computing. (No Title).
  • Raven, J. (1998). Court JH. Manual for Raven’s progressive matrices and vocabulary scales. Assessment. Oxford: Oxford Psychlogists Press.
  • Raviv, L., & Arnon, I. (2018). The developmental trajectory of children's auditory and visual statistical learning abilities: Modality‐based differences in the effect of age. Developmental Science, 21(4), e12593.
  • Romberg, A. R., & Saffran, J. R. (2010). Statistical learning and language acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 1(6), 906-914.
  • Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274(5294), 1926-1928.
  • Saffran, J. R., Johnson, E. K., Aslin, R. N., & Newport, E. L. (1999). Statistical learning of tone sequences by human infants and adults. Cognition, 70(1), 27-52.
  • Schevenels, K., Michiels, L., Lemmens, R., De Smedt, B., Zink, I., & Vandermosten, M. (2022). The role of the hippocampus in statistical learning and language recovery in persons with post stroke aphasia. NeuroImage: Clinical, 36, 103243.
  • Schuchard, J., & Thompson, C. K. (2014). Statistical Learning in Aphasia: Preliminary Results from an Artificial Grammar Learning Task.
  • Siegelman, N., Bogaerts, L., & Frost, R. (2017). Measuring individual differences in statistical learning: Current pitfalls and possible solutions. Behavior research methods, 49, 418-432.
  • Siegelman, N., & Frost, R. (2015). Statistical learning as an individual ability: Theoretical perspectives and empirical evidence. Journal of Memory and Language, 81(3), 105–120.
  • Teinonen, T., Fellman, V., Näätänen, R., Alku, P., & Huotilainen, M. (2009). Statistical language learning in neonates revealed by event-related brain potentials. BMC neuroscience, 10(1), 1-8.
  • Thiessen, E. D. (2011). Domain general constraints on statistical learning. Child Development, 82(2), 462-470.
  • Thye, M., & Mirman, D. (2018). Relative contributions of lesion location and lesion size to predictions of varied language deficits in post-stroke aphasia. NeuroImage: Clinical, 20(October), 1129–1138.
  • Toğram, B., & Maviş, İ. (2012). Afazi Dil Değerlendirme Testi’nin Geçerlik, Güvenirlik ve Standardizasyon Çalışması. Turkish Journal of Neurology/Turk Noroloji Dergisi, 18(3).
  • Tyrer, J. H., & Jordan, J. M. (1971). Rationale and short description of the Queensland University Aphasia Test (QUAT). British Journal of Disorders of Communication, 6(2), 164-172.
  • Ullman, M. T. (2004). Contributions of memory circuits to language: The declarative/procedural model. Cognition, 92(1-2), 231-270.
  • Vadinova, V., Buivolova, O., Dragoy, O., van Witteloostuijn, M., & Bos, L. S. (2020). Implicit-statistical learning in aphasia and its relation to lesion location. Neuropsychologia, 147(May), 107591.
There are 59 citations in total.

Details

Primary Language Turkish
Subjects Cognitive Linguistics
Journal Section Research Articles
Authors

Talat Bulut 0000-0003-0904-9399

Emine Bahar 0009-0006-4792-9513

Project Number 220K143
Publication Date December 29, 2023
Published in Issue Year 2023Volume: 34 Issue: 2

Cite

APA Bulut, T., & Bahar, E. (2023). Afazili Bireylerde Dil Becerileri ve İstatistiki Öğrenme Becerisi Arasındaki İlişkinin İncelenmesi. Dilbilim Araştırmaları Dergisi, 34(2), 285-304. https://doi.org/10.18492/dad.1336925

Cited By

Afazili Bireylerde Dil Becerileri ve İstatistiki Öğrenme Becerisi Arasındaki İlişkinin İncelenmesi
Dilbilim Araştırmaları Dergisi
https://doi.org/10.18492/dad.1336925

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Journal DOI: 10.18492/dad