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초록
Purpose: Statistical learning is known as the underlying mechanism that enables humans to acquire language implicitly.
Children with primary language impairment (PLI) show low performance in both language and non-language areas
compared to children with normal language (NL) because of the lack of statistical learning abilities. The purpose of this
study was to compare statistical learning abilities between children with normal language (NL) and children with children
with PLI. Method: A total of fifty seven children aged between 4 and 6 completed visual and auditory nonlinguistic
statistical learning tasks. Group performances were compared via one-way ANOVA. Pearson’s correlation coefficient was
used to identify the relation among variables, and stepwise multiple regression was used to find possible factors that
predict each group’s receptive vocabulary. Results: Children with PLI performed significantly lower in both visual and
auditory statistical learning tasks. In the NL group, expressive vocabulary significantly correlated with receptive vocabulary
and visual statistical learning, respectively. No other correlation was significant. In the PLI group, there was strong
correlation between performance IQ and auditory statistical learning, and another strong correlation was found between age
and receptive vocabulary skills. Overall, age was the best predictor of receptive vocabulary skills in both NL and PLI
groups. Conclusion: The results of this study indicated that difficulties that children with PLI encounter are not limited to
the linguistic domain. They exhibited deficits even in the nonlinguistic domain such as statistical learning. Therefore
statistical learning abilities may be impaired in children with PLI.
Keywords: Statistical learning, primary language impairment, specific language impairment
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