Assessing Visual Statistical Learning in Early-School-Aged Children: The Usefulness of an Online Reaction Time Measure

Abstract

Visual statistical learning (VSL) was traditionally tested through offline two-alternative forced choice (2-AFC) questions. More recently, online reaction time (RT) measures and alternative offline question types have been developed to further investigate learning during exposure and more adequately assess individual differences in adults (Siegelman et al., 2017b, 2018). We assessed the usefulness of these measures for investigating VSL in early-school-aged children. Secondarily, we examined the effect of introducing a cover task, potentially affecting attention, on children's VSL performance. Fifty-three children (aged 5-8 years) performed a self-paced VSL task containing triplets, in which participants determine the presentation speed and RTs to each stimulus are recorded. Half of the participants performed a cover task, while the other half did not. Online sensitivity to the statistical structure was measured by contrasting RTs to unpredictable versus predictable elements. Subsequently, participants completed 2-AFC (choose correct triplet) and 3-AFC (fill blank to complete triplet) offline questions. RTs were significantly longer for unpredictable than predictable elements, so we conclude that early-school-aged children are sensitive to the statistical structure during exposure, and that the RT task can measure that. We found no evidence as to whether children can perform above chance on offline 2-AFC or 3-AFC questions, or whether the cover task affects children's VSL performance. These results show the feasibility of using an online RT task when assessing VSL in early-school-aged children. This task therefore seems suitable for future studies that aim to investigate VSL across development or in clinical populations, perhaps together with behavioral tasks.

Keywords: children; online measure; reaction time; statistical learning; visual.

FIGURE 1

Illustration of the VSL stimuli and the triplet and TP structure.

FIGURE 2

Descriptive results of the online RT data: blocks. Mean normalized RT (±1 SE) to element 1 (unpredictable), element 2, and element 3 (predictable elements) are plotted per block of the experiment.

FIGURE 3

Descriptive results of the online RT data: repetitions. Mean normalized RT (±1 SE) to unpredictable elements (element 1) and predictable elements (average of elements 2 and 3) are plotted per repetition of triplets during the experiment.

FIGURE 4

Descriptive results of the online RT data: difference score. Mean normalized RT to unpredictable elements (element 1) minus mean normalized RT to predictable elements (average of elements 2 and 3) plotted per repetition of triplets during the experiment.

FIGURE 5

Descriptive results of the offline accuracy data. Distribution of scores for the 2-AFC (left, chance level = ½) and 3-AFC (right, chance level = 1/3) tasks: dots indicate individual mean accuracy scores, black lines represent overall group means.