Foil Type Modulates Developmental Changes in Statistical Learning Across Childhood to Adulthood

The study recruited children in Grades 1, 3, and 5, as well as young adults, who completed an auditory statistical learning task. Participants listened to a continuous speech stream composed of trisyllabic nonsense words for approximately 4.5 minutes and subsequently completed a two-alternative forced-choice word recognition test and reported the basis of their judgments.

The dataset can be used to investigate developmental changes in cognitive and metacognitive aspects of SL and the role of foil type in detecting developmental differences in SL performance.