ReviewPhilosophical transactions of the Royal Society of London. Series B, Biological sciences2017
Do infants retain the statistics of a statistical learning experience? Insights from a developmental cognitive neuroscience perspective.
Review in Philosophical transactions of the Royal Society of London. Series B, Biological sciences, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 papers.
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Who cites it
20 citing papers in PubMed.
- Neural correlates of learning speed reveal developmental differences in memory.Developmental cognitive neuroscience · 2026Article
- Taking time: Auditory statistical learning benefits from distributed exposure.Psychonomic bulletin & review · 2025Article
- Statistical learning of phonotactics by children can be affected by another statistical learning task.Applied psycholinguistics · 2023Article
- Developmental changes in retention and generalization of nonadjacent dependencies over a period containing sleep in 18-mo-old infants.Learning & memory (Cold Spring Harbor, N.Y.) · 2023Article
- The Sweet Spot: When Children's Developing Abilities, Brains, and Knowledge Make Them Better Learners Than Adults.Perspectives on psychological science : a journal of the Association for Psychological Science · 2022Article
- Real-world statistics at two timescales and a mechanism for infant learning of object names.Proceedings of the National Academy of Sciences of the United States of America · 2022Article
- The relation between rhythm processing and cognitive abilities during child development: The role of prediction.Frontiers in psychology · 2022Review
- THE DEVELOPMENT OF COMMUNICATION ACROSS TIMESCALES.Current directions in psychological science · 2021Article
- The challenge of learning a new language in adulthood: Evidence from a multi-methodological neuroscientific approach.PloS one · 2021Article
- Divided attention does not affect the acquisition and consolidation of transitional probabilities.Scientific reports · 2020Article
- Reading and the Neurocognitive Bases of Statistical LearningScientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2019Article
- Input Complexity Affects Long-Term Retention of Statistically Learned Regularities in an Artificial Language Learning Task.Frontiers in human neuroscience · 2019Article
- When learning goes beyond statistics: Infants represent visual sequences in terms of chunks.Cognition · 2018Article
- Individual and Developmental Differences in Distributional Learning.Language, speech, and hearing services in schools · 2018Article
- The longevity of statistical learning: When infant memory decays, isolated words come to the rescue.Journal of experimental psychology. Learning, memory, and cognition · 2018Article
- Procedural-Memory, Working-Memory, and Declarative-Memory Skills Are Each Associated With Dimensional Integration in Sound-Category Learning.Frontiers in psychology · 2018Article
- The multi-component nature of statistical learning.Philosophical transactions of the Royal Society of London. Series B, Biological sciences · 2017Review
- Abstraction and generalization in statistical learning: implications for the relationship between semantic types and episodic tokens.Philosophical transactions of the Royal Society of London. Series B, Biological sciences · 2017Review
- Towards a theory of individual differences in statistical learning.Philosophical transactions of the Royal Society of London. Series B, Biological sciences · 2017Review
- The long road of statistical learning research: past, present and future.Philosophical transactions of the Royal Society of London. Series B, Biological sciences · 2017Article
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Abstract
Statistical structure abounds in language. Human infants show a striking capacity for using statistical learning (SL) to extract regularities in their linguistic environments, a process thought to bootstrap their knowledge of language. Critically, studies of SL test infants in the minutes immediately following familiarization, but long-term retention unfolds over hours and days, with almost no work investigating retention of SL. This creates a critical gap in the literature given that we know little about how single or multiple SL experiences translate into permanent knowledge. Furthermore, different memory systems with vastly different encoding and retention profiles emerge at different points in development, with the underlying memory system dictating the fidelity of the memory trace hours later. I describe the scant literature on retention of SL, the learning and retention properties of memory systems as they apply to SL, and the development of these memory systems. I propose that different memory systems support retention of SL in infant and adult learners, suggesting an explanation for the slow pace of natural language acquisition in infancy. I discuss the implications of developing memory systems for SL and suggest that we exercise caution in extrapolating from adult to infant properties of SL.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'.
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