Learning Without Trying: The Clinical Relevance of Statistical Learning

Abstract

Purpose: Statistical learning research seeks to identify the means by which learners, with little perceived effort, acquire the complexities of language. In the past 50 years, numerous studies have uncovered powerful learning mechanisms that allow for learning within minutes of exposure to novel language input.

Method: We consider the value of information from statistical learning studies that show potential for making treatment of language disorders faster and more effective.

Results: Available studies include experimental research that demonstrates the conditions under which rapid learning is possible, research showing that these findings apply to individuals with disorders, and translational work that has applied learning principles in treatment and educational contexts. In addition, recent research on memory formation has implications for treatment of language deficits.

Conclusion: The statistical learning literature offers principles for learning that can improve clinical outcomes for children with language impairment. There is potential for further applications of this basic research that is yet unexplored.

Figure 1.

Neuroimaging data showing the difference in learning networks when strong statistical cues to language structure are available in the input versus when they are not. Colors indicate regions of activation. Identical colors indicate subregions of the learning network that show the same activation timing as revealed by independent component analysis. Data from Plante et al. (2015).