Until recently, most behavioral studies of children with intellectual and developmental disabilities (IDD) have used standardized assessments as a means to probe etiology and to characterize phenotypes. Over the past decade, however, tasks originally developed to investigate learning processes in typical development have been brought to bear on developmental processes in children with IDD. This brief review will focus on one learning process in particular—statistical learning—and will provide an overview of what has been learned thus far from studies using statistical learning tasks with different groups of children with IDD conditions. While a full picture is not yet available, results to date suggest that studies of learning are both feasible and informative about learning processes that may differ across diagnostic groups, particularly as they relate to language acquisition. More generally, studies focused on learning processes may be highly informative about different developmental trajectories both across groups and within groups of children.

中文翻译：

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统计学习是发展性残疾的窗口

直到最近，大多数对智力和发育障碍儿童（IDD）的行为研究都使用标准化评估作为探究病因和表征表型的手段。然而，在过去的十年中，最初为调查典型发展过程中的学习过程而开发的任务已被纳入到IDD儿童的发展过程中。这份简短的复习将特别关注一个学习过程，即统计学习，并将概述迄今为止使用统计学习任务对IDD条件不同的儿童进行分组学习所学到的知识。虽然尚无完整图片，但迄今为止的结果表明，学习研究既可行，又能为诊断过程提供有益的信息，这些诊断过程可能因诊断组而异，特别是与语言习得有关。更普遍地讲，专注于学习过程的研究可能对儿童的跨群体和群体内的不同发展轨迹具有丰富的信息。