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Statistical learning in specific language impairment and Autism Spectrum Disorder: a meta-analysis

Obeid, Rita, Brooks, Patricia J., Powers, Kasey L., Gillespie-Lynch, Kristen and Lum, Jarrad A. G. 2016, Statistical learning in specific language impairment and Autism Spectrum Disorder: a meta-analysis, Frontiers in psychology, vol. 7, pp. 1-18, doi: 10.3389/fpsyg.2016.01245.

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Title Statistical learning in specific language impairment and Autism Spectrum Disorder: a meta-analysis
Author(s) Obeid, Rita
Brooks, Patricia J.
Powers, Kasey L.
Gillespie-Lynch, Kristen
Lum, Jarrad A. G.
Journal name Frontiers in psychology
Volume number 7
Start page 1
End page 18
Total pages 18
Publisher Frontiers Research Foundation
Place of publication Lausanne, Switzerland
Publication date 2016-08
ISSN 1664-1078
Keyword(s) autism spectrum disorder
meta-analysis
procedural deficit hypothesis
specific language impairment
statistical learning
Summary Impairments in statistical learning might be a common deficit among individuals with Specific Language Impairment (SLI) and Autism Spectrum Disorder (ASD). Using meta-analysis, we examined statistical learning in SLI (14 studies, 15 comparisons) and ASD (13 studies, 20 comparisons) to evaluate this hypothesis. Effect sizes were examined as a function of diagnosis across multiple statistical learning tasks (Serial Reaction Time, Contextual Cueing, Artificial Grammar Learning, Speech Stream, Observational Learning, and Probabilistic Classification). Individuals with SLI showed deficits in statistical learning relative to age-matched controls. In contrast, statistical learning was intact in individuals with ASD relative to controls. Effect sizes did not vary as a function of task modality or participant age. Our findings inform debates about overlapping social-communicative difficulties in children with SLI and ASD by suggesting distinct underlying mechanisms. In line with the procedural deficit hypothesis (Ullman and Pierpont, 2005), impaired statistical learning may account for phonological and syntactic difficulties associated with SLI. In contrast, impaired statistical learning fails to account for the social-pragmatic difficulties associated with ASD.
Language eng
DOI 10.3389/fpsyg.2016.01245
Field of Research 170204 Linguistic Processes (incl Speech Production and Comprehension)
1701 Psychology
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, The Authors
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30090983

Document type: Journal Article
Collections: School of Psychology
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.