统计学习的认知神经机制及其与语言的关系

统计学习是指个体在连续刺激流中发现转移概率等统计规律的过程, 在Saffran等(1996)的经典婴儿语音切分研究中首次被提出。大量研究证实了统计学习的普遍存在, 近期学界开始关注统计学习的特异性及其对认知的影响, 尤其是从学习过程及其特异性两个方面阐述统计学习的认知神经机制并揭示其和语言的交互作用。未来应从脑和行为的多模态数据视角, 丰富统计学习结果的行为和神经指标, 考察不同类型统计学习过程的动态神经活动模式, 建立统计学习行为和脑的关联, 深化对统计学习认知神经机制的认识, 在统计学习与语言交互作用的基础上, 从成人二语学习切入结合音乐统计学习训练探讨促进语言学习的统计学习干预手段。

The cognitive and neural mechanisms of statistical learning and its relationship with language

Statistical learning (SL), which was first addressed in the seminal study on speech segmentation of infants by Saffran et al. (1996), is a process of detecting the statistical regularities such as transitional probability in continuous flow of stimuli. Previous studies have proven the general existence of SL, and in recent years close attention has been placed on its specificity and its impact on other cognitive activities, especially revealing the cognitive neural mechanisms of SL and its interaction with language by exploring the process and the specificity of SL. According to the multimodal data from brain and behavior measures, future studies should seek more behavioral and neural indexes to evaluate the performance of SL, to explore the dynamic changes in neural activities of different types of SL and to construct the connection between neural correlates and behavioral performance, which will help to have an in-depth understanding of SL. Based on previous discoveries on the interaction between SL and language, future studies could determine whether SL is an effective intervention to improve language acquisition and how it works in the improvement, through exploring the effect of music SL training on second language learning of adult learners.