Longitudinal evidence for decreasing statistical learning abilities across childhood

Statistical learning enables us to identify patterns in our environment and predict future events, thereby supporting a range of motor, cognitive, and linguistic skills. Despite its significance, the developmental trajectory of statistical learning has remained unclear due to a lack of comprehensive longitudinal studies. Cross-sectional research has hinted at enhanced statistical learning in children up to 11-13 years, followed by a decline into adulthood, yet definitive insights require a longitudinal approach. Our study addresses this critical gap by assessing statistical learning in the same participants at ages 7, 8, 11, and 14. Utilizing linear mixed models and latent class analyses, we observed a decline in statistical learning with age, and found that higher executive functions were associated with this decline. This study provides robust evidence that statistical learning is more effective in early childhood, offering crucial insights into the developmental trajectory of this fundamental cognitive ability.