ArticleCognitive science2022
When the "Tabula" is Anything but "Rasa:" What Determines Performance in the Auditory Statistical Learning Task?
Article in Cognitive science, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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9 citing papers in PubMed, 28 citations in OpenAlex.
- Modality-specific consolidation shapes long-term retention in statistical learning.Psychological research · 2026Article
- ALPARC: artificial languages with phonological and acoustic rhythmicity controls.Frontiers in psychology · 2026Article
- The Effects of Cognitive Fatigue and Articulatory Suppression on Statistical Language Learning Depend on the Strength of Cognitive Resources.Cognitive science · 2026Article
- Temporal organization of song modulates vocal learning.iScience · 2025Article
- Memory representations are flexibly adapted to orthographic systems: A comparison of English and Hebrew.Brain research · 2024Article
- Dissociation Between Linguistic and Nonlinguistic Statistical Learning in Children with Autism.Journal of autism and developmental disorders · 2024Article
- Statistical learning at a virtual cocktail party.Psychonomic bulletin & review · 2024Article
- Limited but specific engagement of the mature language network during linguistic statistical learning.Cerebral cortex (New York, N.Y. : 1991) · 2024Article
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Authors and funding
6 authors at 4 institutions in 4 countries.
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Abstract
How does prior linguistic knowledge modulate learning in verbal auditory statistical learning (SL) tasks? Here, we address this question by assessing to what extent the frequency of syllabic co-occurrences in the learners' native language determines SL performance. We computed the frequency of co-occurrences of syllables in spoken Spanish through a transliterated corpus, and used this measure to construct two artificial familiarization streams. One stream was constructed by embedding pseudowords with high co-occurrence frequency in Spanish ("Spanish-like" condition), the other by embedding pseudowords with low co-occurrence frequency ("Spanish-unlike" condition). Native Spanish-speaking participants listened to one of the two streams, and were tested in an old/new identification task to examine their ability to discriminate the embedded pseudowords from foils. Our results show that performance in the verbal auditory SL (ASL) task was significantly influenced by the frequency of syllabic co-occurrences in Spanish: When the embedded pseudowords were more "Spanish-like," participants were better able to identify them as part of the stream. These findings demonstrate that learners' task performance in verbal ASL tasks changes as a function of the artificial language's similarity to their native language, and highlight how linguistic prior knowledge biases the learning of regularities.
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