Distractor-based visual statistical learning affects attentional capture in elementary school students.

Visual statistical learning (VSL) modulates adult attentional capture via distractor suppression at high-probability locations or features, but its development in children is unclear. This study investigated how distractor-based VSL influenced attentional capture in children. Three experiments were conducted using an additional singleton task. In Experiment 1 (33 third graders, Mage = 8.5 years, 15 girls; 34 fifth graders, Mage = 10.4 years, 18 girls, data collected in 2024-2025), distractors appeared either in high- or low-probability locations. Both grades showed spatial-based VSL that attenuated attentional capture, with greater suppression in fifth graders. In Experiment 2 (34 third graders, Mage = 8.4 years, 15 girls; 34 fifth graders, Mage = 10.3 years, 18 girls, data collected in 2024-2025), distractors appeared in either high- or low-probability colors. Fifth graders but not third graders exhibited feature-based VSL. In Experiment 3 (32 third graders, Mage = 8.4 years, 14 girls; 31 fifth graders, Mage = 10.3 years, 14 girls; data collected in 2025-2026), spatial and feature-based regularities were combined. Only fifth graders exhibited distractor-based VSL. These findings demonstrate that distractor-based VSL modulates attentional capture in children. Spatial-based distractor suppression is present by third grade, whereas feature-based suppression emerges by fifth grade.