Journal of Linguistics Research

Abstract

During the process of language acquisition, sensitivity to statistical regularities within language contributes to children's learning of complex linguistic structures from an early age. This implicit learning mechanism, referred to as statistical learning, which does not require any instruction, reinforcement or feedback, is often associated with language disorders. In this review, the complex and multifaceted relationship between language disorders and statistical learning is discussed from the perspective of the Procedural Learning Deficit Hypothesis, which explains disruptions in linguistic and cognitive processes through difficulties in procedural learning skills. The similarities and differences between developmental language disorder, developmental dyslexia, and autism spectrum disorder are examined alongside the difficulties observed in statistical learning processes. Research indicates that children with developmental language disorder and developmental dyslexia generally perform poorly on statistical learning tasks compared to their typically developing peers. In contrast, children with autism spectrum disorder do not show any deficit in statistical learning tasks, but differences have been observed in the neural processes underlying statistical learning. Methodological differences, variations in paradigms, stimuli, and participant characteristics across studies result in inconsistent findings. Developing a more comprehensive and holistic theoretical framework, examining statistical learning abilities throughout typical and atypical developmental stages, and establishing standardized methodologies and robust assessment tools can enhance our understanding of the relationship between developmental disorders and statistical learning. This, in turn, can contribute to the development of more effective intervention and support strategies based on this knowledge.