Domain generality versus modality specificity: the paradox of statistical learning

Ram Frost; Blair C. Armstrong; Noam Siegelman; Morten H. Christiansen

doi:10.1016/j.tics.2014.12.010

Domain generality versus modality specificity: the paradox of statistical learning

Trends in Cognitive Sciences ◽

10.1016/j.tics.2014.12.010 ◽

2015 ◽

Vol 19 (3) ◽

pp. 117-125 ◽

Cited By ~ 203

Author(s):

Ram Frost ◽

Blair C. Armstrong ◽

Noam Siegelman ◽

Morten H. Christiansen

Keyword(s):

Statistical Learning ◽

Domain Generality ◽

Modality Specificity

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Domain Generality and Specificity of Statistical Learning and its Relation with Reading Ability

Literacy Studies - Reading and Dyslexia ◽

10.1007/978-3-319-90805-2_2 ◽

2018 ◽

pp. 33-55 ◽

Cited By ~ 1

Author(s):

Yi-Hui Hung ◽

Stephen J. Frost ◽

Kenneth R. Pugh

Keyword(s):

Statistical Learning ◽

Reading Ability ◽

Domain Generality

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Rapid Serial Auditory Presentation

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000295 ◽

2015 ◽

Vol 62 (5) ◽

pp. 346-351 ◽

Cited By ~ 15

Author(s):

Ana Franco ◽

Julia Eberlen ◽

Arnaud Destrebecqz ◽

Axel Cleeremans ◽

Julie Bertels

Keyword(s):

Statistical Learning ◽

Reaction Times ◽

Visual Presentation ◽

Detection Task ◽

Speech Segmentation ◽

Auditory Presentation ◽

Indirect Measure ◽

Speech Stream ◽

Adult Participants ◽

Presentation Procedure

Abstract. The Rapid Serial Visual Presentation procedure is a method widely used in visual perception research. In this paper we propose an adaptation of this method which can be used with auditory material and enables assessment of statistical learning in speech segmentation. Adult participants were exposed to an artificial speech stream composed of statistically defined trisyllabic nonsense words. They were subsequently instructed to perform a detection task in a Rapid Serial Auditory Presentation (RSAP) stream in which they had to detect a syllable in a short speech stream. Results showed that reaction times varied as a function of the statistical predictability of the syllable: second and third syllables of each word were responded to faster than first syllables. This result suggests that the RSAP procedure provides a reliable and sensitive indirect measure of auditory statistical learning.

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