Program

08:00 – 09:00       Registration & Welcome Coffee

09:00 - 09:10        Opening Remarks

09:10-10:00         Keynote Speaker 1: Tom Griffiths: Bayes in the age of intelligent machines

10:00-10:40         Coffee break

10:40-11:50         Symposium 1: SL and neurobiology

10:40-11:10 (S-1.1.) Theme Speaker Laura Batterink — Towards a clearer mechanistic understanding of neural entrainment in statistical learning

11:10-11:30 (S-1.2.) Hierarchical processing among hippocampal, striatal and visual regions during implicit learning of temporal regularity

11:30-11:50 (S-1.3.) EEG frequency tagging and time-resolved decoding in visual statistical learning

11:50 - 13:10        Oral Session 1: Evolution and developmental perspectives on SL

11:50-12:10 (OS-1.1.) Electrophysiological evidence for a human-like consonant bias in dogs' perception of continuous speech.

12:10-12:30 (OS-1.2.) Using iterated learning to explore the music-language family resemblance

12:30-12:50 (OS-1.3.) Developmental shifts in the formation and representation of statistical memories

12:50-13:10 (OS-1.4) Children are Better Linguistic Statistical Learners than Adults

13:10 - 15:00        Break (Lunch on your own)

15:00 - 16:00        Oral Session 2: SL in the real world

15:00 - 15:20 (OS-2.1.) Rethinking Probabilities: Why Corpus Statistics Fail to Capture Speakers' Dynamic Linguistic Behaviour

15:20 - 15:40 (OS-2.2.) Beyond rules: Statistical learning of non-phrasal abstract language structure

15:40 - 16:00 (OS-2.3.) Statistical learning of a hierarchical center-embedded structure. Influence of two distributional biases in the input: a Zipf distribution and semantic biases.

16:00 - 16:20        Poster Blitz I

Boosting the retrieval of temporally distributed statistical regularities by prefrontal cortex disruption—an rTMS study

Differences in visual statistical learning in deaf and hard-of-hearing early and late signing children

Discrete Impacts of Implicit and Explicit Knowledge on Cue Attention During Visual Statistical Learning: An Eye-Tracking Study

Domain-specific and domain-general statistical information supporting spelling skills

Effects of chronological age and prematurity on visual statistical learning in infancy

ERP correlates of speech segmentation in pigs and wild boars

Transitional Probabilities Modulate the Neural Dynamics During Learning of Visual Shape Sequences

16:20 - 18:00        Poster Session I & Coffee break

PS.1.1 A meta-analysis of 97 studies reveals that statistical learning and language ability are only weakly correlated

PS.1.2 Boosting the retrieval of temporally distributed statistical regularities by prefrontal cortex disruption—an rTMS study

PS.1.3 Context-dependent efficient coding links statistical and perceptual learning

PS.1.4 Differences in visual statistical learning in deaf and hard-of-hearing early and late signing children

PS.1.5 Discrete Impacts of Implicit and Explicit Knowledge on Cue Attention During Visual Statistical Learning: An Eye-Tracking Study

PS.1.6 Domain-specific and domain-general statistical information supporting spelling skills

PS.1.7 Effects of chronological age and prematurity on visual statistical learning in infancy

PS.1.8 Electrophysiological study of visual statistical learning in pre-school ASD children

PS.1.9 ERP correlates of speech segmentation in pigs and wild boars

PS.1.10 Exploring the dynamics of hippocampal and visual responses during statistical learning: An fMRI investigation

PS.1.11 Hippocampal involvement in reading

PS.1.12 How modality-specific are statistical learning processes in the context of sign languages? Comparing native signers and non-signers.

PS.1.13 How underlying statistical structures modulate the neural response to rapid auditory sequences

PS.1.14 Individual Differences in Retention of Novel Wordforms Learned Through Auditory Statistical Learning

PS.1.15 Intact adult implicit probabilistic statistical learning following childhood adversity

PS.1.16 Introducing semanticity as a novel quantitative measure in Statistical Learning

PS.1.17 Language Models are Different: The Parametric Mechanics of Systematicity

PS.1.18 Memory representations are flexibly adapted to orthographic systems: A comparison of English and Hebrew

PS.1.19 Mirroring time: symmetry of memory and prediction in temporal judgments

PS.1.20 Neurocognitive adaptation to syllabic timing: evidence from MEG

PS.1.21 Statistical awareness: Is there a correlation between success in a statistical learning task and the level of awareness of the subject to the statistical regularity of the task?

PS.1.22 Statistical learning decreases between 7 and 14 years of age – evidence from a longitudinal study

PS.1.23 Statistical study of the oral production of Catalan-Spanish bilingual people with aphasia

PS.1.24 The Foreign Language Effect Beyond Language

PS.1.25 The interplay between executive functions and the rewiring of implicit probabilistic representations

PS.1.26 The role of entropy in frame-based lexical categorization

PS.1.27 Transitional Probabilities Modulate the Neural Dynamics During Learning of Visual Shape Sequences

PS.1.28 Unveiling the Adaptive Brain: Exploring the Neurobiological Basis of Flexibility in Statistical Learning

PS.1.29 Voice identity discrimination in the dog and the human brain – the role of conspecificity and relevance

PS.1.30 Task-dependent learning outcomes: Successful non-adjacent dependency learning in a rating task but not in 2AFC

09:00 – 10:50       Symposium 2: SL and reading

09:00-09:30 (S-2.1.) Theme Speaker Kathy Rastle — How much can children learn about English morphology through book reading?

09:30-09:50 (S-2.2.) Learning to Read is an Exercise in Statistical Learning

09:50-10:10 (S-2.3.) Finding words in a sea of text: Word search as a measure of sensitivity to statistical regularities in reading

10:10-10:30 (S-2.4.) Testing verbal statistical learning as an index of language learning ability

10:30-10:50 (S-2.5.) Letter- and Letter-sequence-based prediction error representations in visual word recognition

10:50 - 11:20        Coffee break

11:20 - 12:20        Oral Session 3: Computation

11:20-11:40 (OS-3.1.) Human feedback alters linguistic behavior of LLMs

11:40-12:00 (OS-3.2.) Semantic Development in the Absence of Visual Experience: Contribution of Word Co-occurrence Statistics

12:00-12:20 (OS-3.3.) Are Large Language Models Better than Distributional Semantics Models at Capturing Human Knowledge of Semantic Relations? 

12:20 - 13:00        Early career talk Anna Schapiro: Learning representations of specifics and generalities over time

13:00 - 15:00        Break (Lunch on your own)

15:00 - 16:30        Symposium 3: SL and vision

15:00 - 15:30 (S-3.1.) Theme speaker Jozsef Fiser — The vision of statistical learning

15:30 - 15:50 (S-3.2.) There’s a schema in there! Statistical Learning Modulates Center-Surround Inhibition of the Visuospatial Attentional Focus

15:50 – 16:10 (S-3.3.) Pupil and gaze dynamics jointly measure individual statistical learning

16:10 - 16:30 (S-3.4.) Pupil dilation responses to the emergence and violation of visual regularities

16:30 - 16:50        Poster Blitz II

Adaptive Refixation Following Suboptimal Landing: A Hallmark of Skilled Reading

Consciousness in the statistical segmentation of words

Error-Based Learning of Grammatical Gender Systems Using Semantic Cues

How Do Implicit Statistical Learning and Hard-Wired Cognitive Biases Interact? An Eye-Tracking-Based Paradigm to Tame the Alternation Bias

Integrating Cues: Investigating the Impact of Pitch Cues in Statistical Learning on Speech Segmentation and Brain Synchronization in Children with and without Developmental Dyslexia

Modality and Stimulus Effects on Distributional Statistical Learning: Sound vs. Sight, Time vs. Space

Multilingual experience is associated with better statistical language learning but also L1 interference

Statistical Learning in Children with Dyslexia in Spanish: Interaction between modality and stimulus type

16:50 - 18:30        Poster Session II & Coffee break

09:00 - 09:50        Keynote Speaker 3: Rebecca Treiman: Spelling, word reading, and statistical learning

09:50 - 10:50        Oral session 4:  SL and audition

09:50 - 10:10 (OS-4.1.) Neural and Computational Basis of Brain’s Statistical Learning for Musical Creativity and Cognitive Individuality

10:10 - 10:30 (OS-4.2.) Statistical learning across task-irrelevant dimensions

10:30 - 10:50 (OS-4.3.) ARC: A Framework to Control for Acoustic and Phonological Confounds in Artificial Language Learning Experiments

10:50 - 11:10        Poster Blitz III

Implicit-statistical and explicit learning as predictors of early L2 acquisition

Neural mechanisms of Sequential Learning: representational change of brain pattern activity

Non-adjacent dependency learning in monolingual and multilingual 12-month-olds: An online habituation study

Semantic learning from statistical learning: insights from child development

Sequential Statistical Learning: Investigating Domain-Specific and Domain-General Aspects of Implicit Learning Across Visual, Auditory, and Tactile Modalities.

The effect of repetition spacing in multiword sequence learning

The influence of Attention on Statistical Learning and vice versa: Insights from frequency-based grouping as revealed by EEG frequency tagging.

11:10 - 12:50        Poster Session III & Coffee break

PS.3.1 A Probabilistic-Functionalistic Approach for Exploring the Predictive Brain and Language Development: Perspectives from Taiwan Cognitive Neuroscience Labs

PS.3.2 An fMRI study investigating the neural correlates of processing adjacent and nonadjacent dependencies in visual nonlinguistic sequences.

PS.3.3 Context effect on reading aloud and statistical learning: are good predictors good statistical learners?

PS.3.4 Do autistic traits affect statistical learning and sensitivity to interference?

PS.3.5 Exploring the contribution of statistical learning and general cognitive abilities to language processing: a structural equation modelling study

PS.3.6 Good performers in statistical learning may not switch to new rules efficiently: Evidence from individual differences

PS.3.7 Implicit-statistical and explicit learning as predictors of early L2 acquisition

PS.3.8 Infants detect visual regularities during stimulus exposure: an EEG frequency tagging approach

PS.3.9 Investigating the neural basis of statistical learning with intracranial neural entrainment

PS.3.10 Is the availability of the production system critical for lexical prediction in a second language?

PS.3.11 Mechanisms of Frequency-based Category Learning: Discrepancy between Neural response and Behaviour

PS.3.12 Is Four Better than Two? The Influence of Bilingual and Multilingual Metrics in an Implicit Bilingual Statistical Learning Task

PS.3.13 Neural mechanisms of Sequential Learning: representational change of brain pattern activity

PS.3.14 Neural tracking of statistical structures in speech streams with and without prosody

PS.3.15 Non-adjacent dependency learning in monolingual and multilingual 12-month-olds: An online habituation study

PS.3.16 Semantic learning from statistical learning: insights from child development

PS.3.17 Sequential Statistical Learning: Investigating Domain-Specific and Domain-General Aspects of Implicit Learning Across Visual, Auditory, and Tactile Modalities.

PS.3.18 Slow updating of existing knowledge in Borderline Personality Disorder: Evidence from a probabilistic sequence learning task

PS.3.19 Statistical Learning of Phoneme Regularities in Kannada-Speaking Children: The Role of Chunk Order

PS.3.20 The effect of dynamic motion and simultaneous/sequential presentation on the statistical learning of non-adjacent dependencies in artificial sign language learning

PS.3.21 The effect of repetition spacing in multiword sequence learning

PS.3.22 The influence of Attention on Statistical Learning and vice versa: Insights from frequency-based grouping as revealed by EEG frequency tagging.

PS.3.23 The predominant role of spatial information in a triplet segmentation task of discontinuous trajectory sequences

PS.3.24 Unlocking the Potential of Pre-Testing: Comparative Analysis with Retrieval Practice and Across Age Groups

PS.3.25 Visual Statistical Learning Across Linguistic and Nonlinguistic Domains in Deaf and Hard of Hearing Individuals

PS.3.26 When statistics are not enough: Limitations on cross-situational learning of flexible word order

12:50 - 14:30        Break (Lunch on your own)

14:30 - 16:20        Symposium 4: SL and learning mechanisms

14:30 – 15:00 (S-4.1.)  Theme speaker Bozena Pajak — Maximizing statistical learning in educational settings: The case of Duolingo

15:00 – 15:20 (S-4.2.)  Can Explicit Instruction Boost Statistical Learning? A Meta-Analytical Review

15:20 – 15:40 (S-4.3.)  Is Statistical Learning Performance Explained by a Fixed Individual Ability or by Experimental Protocol? A Predictive Eye Movements Investigation

15:40 – 16:00 (S-4.4.)  Transitional Probabilities are Updated in Real Time During Statistical Learning

16:00 – 16:20 (S-4.5.)  Foraging for regularities that shape speech perception and production.

16:20 - 16:50        Coffee break

16:50 -  17:30       Reflections on pre-conference consensus workshop on individual differences, and closing remarks

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For Conference Dinner Registrees ONLY:

20:00 – 20:20       Bus transfer San Sebastian – Conference Dinner

20:30 – 23:00       CONFERENCE DINNER

23:00 – 23:20       Bus transfer to San Sebastian