Refereed journal article or data article (A1)

Do statistical segmentation abilities predict lexical-phonological and lexical-semantic abilities in children with and without SLI?

List of Authors: Mainela-Arnold E, Evans JL


Publication year: 2014

Journal: Journal of Child Language

Journal name in source: JOURNAL OF CHILD LANGUAGE

Journal acronym: J CHILD LANG

Volume number: 41

Start page: 327

End page: 351

Number of pages: 25

ISSN: 0305-0009


This study tested the predictions of the procedural deficit hypothesis by investigating the relationship between sequential statistical learning and two aspects of lexical ability, lexical-phonological and lexical-semantic, in children with and without specific language impairment (SLI). Participants included forty children (ages 8;5-12;3), twenty children with SLI and twenty with typical development. Children completed Saffran's statistical word segmentation task, a lexical-phonological access task (gating task), and a word definition task. Poor statistical learners were also poor at managing lexical-phonological competition during the gating task. However, statistical learning was not a significant predictor of semantic richness in word definitions. The ability to track statistical sequential regularities may be important for learning the inherently sequential structure of lexical-phonological, but not as important for learning lexical-semantic knowledge. Consistent with the procedural/declarative memory distinction, the brain networks associated with the two types of lexical learning are likely to have different learning properties.

Last updated on 2022-01-02 at 16:41