Wait! Don’t click away. The special issue on statistical learning is a lot more exciting than it sounds. In this issue, we’ll explain what this type of learning is (“learning without trying”) and how it relates to speech-language pathologists (SLPs). It’s actually very exciting. This type of learning is powerful. Statistical learning is an inherent ability that people of all ages possess. It allows clients to learn rules, quickly, without trying. The key is understanding how it works, so SLPs can set up the learning environment in a way that facilitates learning.
This issue is full of interesting information. Some of these authors provide a review of the topic to help you understand—in plain language—what statistical learning is, how people have already been incorporating it into treatment, and the guiding principles for how clinicians can apply it to their own practice. We also have tutorials that specifically address how statistical learning relates to reading and spelling—topics that are of primary importance to both school-based SLPs and those SLPs working with adult populations.
Other authors share brand-new data about how some of these principles look in action across different populations, including toddlers with autism spectrum disorder as well as individuals with developmental language disorder (preschoolers and even adults). These studies provide more of an evidence base that will help clinicians decide how they might change their strategies to help their clients learn.
Finally, we have articles that address three important populations: children with intellectual disabilities, children with cochlear implants, and children who are bilingual. The authors share the state-of-the-science on statistical learning in these three groups so that we can better understand how the principles of statistical learning apply to our diverse caseloads.
This latest LSHSS Special Issue is a great opportunity to learn about a powerful treatment approach that you can apply to almost any individual on your caseload. Power past the off-putting name, and come discover statistical learning. You’ll be glad you did.
Explore the Special Issue
Alt, M. (2018). Statistical learning: How it relates to speech-language pathology. Language, Speech, and Hearing Services in Schools, 49(3S), 631–633. https://doi.org/10.1044/2018_LSHSS-STLT1-18-0040
Arciuli, J. (2018). Reading as statistical learning. Language, Speech, and Hearing Services in Schools, 49(3S), 634–643. https://doi.org/10.1044/2018_LSHSS-STLT1-17-0135
Bulgarelli, F., Lebkuecher, A. L., & Weiss, D. J. (2018). Statistical learning and bilingualism. Language, Speech, and Hearing Services in Schools, 49(3S), 740–753. https://doi.org/10.1044/2018_LSHSS-STLT1-17-0139
Deocampo, J. A., Smith, G. N. L., Kronenberger, W. G., Pisoni, D. B., & Conway, C. M. (2018). The role of statistical learning in understanding and treating spoken language outcomes in deaf children with cochlear implants. Language, Speech, and Hearing Services in Schools, 49(3S), 723–739. https://doi.org/10.1044/2018_LSHSS-STLT1-17-0138
Hall, J., Owen Van Horne, A. J., McGregor, K. K., & Farmer, T. A. (2018). Individual and developmental differences in distributional learning. Language, Speech, and Hearing Services in Schools, 49(3S), 694–709. https://doi.org/10.1044/2018_LSHSSSTLT1-17-0134
Horvath, S., McDermott, E., Reilly, K., & Arunachalam, S. (2018). Acquisition of verb meaning from syntactic distribution in preschoolers with autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 49(3S), 668–680. https://doi.org/10.1044/2018_LSHSS-STLT1-17-0126
Kover, S. T. (2018). Distributional cues to language learning in children with intellectual disabilities. Language, Speech, and Hearing Services in Schools, 49(3S), 653–667. https://doi.org/10.1044/2018_LSHSS-STLT1-17-0128
Owen Van Horne, A. J., Curran, M., Larson, C., & Fey, M. E. (2018). Effects of a complexity-based approach on generalization of past tense –ed and related morphemes. Language, Speech, and Hearing Services in Schools, 49(3S), 681–693. https://doi.org/10.1044/2018_LSHSS-STLT1-17-0142
Plante, E., & Gómez, R. L. (2018). Learning without trying: The clinical relevance of statistical learning. Language, Speech, and Hearing Services in Schools, 49(3S), 710–722. https://doi.org/10.1044/2018_LSHSS-STLT1-17-0131
Treiman, R. (2018). Statistical learning and spelling. Language, Speech, and Hearing Services in Schools, 49(3S), 644–652. https://doi.org/10.1044/2018_LSHSS-STLT1-17-0122