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  1. Editors’ Introduction: Aligning Implicit Learning and Statistical Learning: Two Approaches, One Phenomenon.Patrick Rebuschat & Padraic Monaghan - 2019 - Topics in Cognitive Science 11 (3):459-467.
    In their editors’ introduction, Rebuschat and Monaghan provide the background to the special issue. They outline the rationale for bringing together, in a single volume, leading researchers from two distinct, yet related research strands, implicit learning and statistical learning. The editors then introduce the new contributions solicited for this special issue and provide their perspective on the agenda setting that results from combining these two approaches.
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  • Limited Evidence of an Association Between Language, Literacy, and Procedural Learning in Typical and Atypical Development: A Meta‐Analysis.Cátia M. Oliveira, Lisa M. Henderson & Marianna E. Hayiou-Thomas - 2023 - Cognitive Science 47 (7):e13310.
    The ability to extract patterns from sensory input across time and space is thought to underlie the development and acquisition of language and literacy skills, particularly the subdomains marked by the learning of probabilistic knowledge. Thus, impairments in procedural learning are hypothesized to underlie neurodevelopmental disorders, such as dyslexia and developmental language disorder. In the present meta‐analysis, comprising 2396 participants from 39 independent studies, the continuous relationship between language, literacy, and procedural learning on the Serial Reaction Time task (SRTT) was (...)
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  • Children’s Learning of Non-adjacent Dependencies Using a Web-Based Computer Game Setting.Mireia Marimon, Andrea Hofmann, João Veríssimo, Claudia Männel, Angela D. Friederici, Barbara Höhle & Isabell Wartenburger - 2021 - Frontiers in Psychology 12:734877.
    Infants show impressive speech decoding abilities and detect acoustic regularities that highlight the syntactic relations of a language, often codedvianon-adjacent dependencies (NADs, e.g.,issinging). It has been claimed that infants learn NADs implicitly and associatively through passive listening and that there is a shift from effortless associative learning to a more controlled learning of NADs after the age of 2 years, potentially driven by the maturation of the prefrontal cortex. To investigate if older children are able to learn NADs,Lammertink et al. (...)
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