Unraveling Temporal Dynamics of Multidimensional Statistical Learning in Implicit and Explicit Systems: An X-Way Hypothesis.

Statistical learning enables humans to involuntarily process and utilize different kinds of patterns from the environment. However, the cognitive mechanisms underlying the simultaneous acquisition of multiple regularities from different perceptual modalities remain unclear. A novel multidimensional serial reaction time task was developed to test 40 participants' ability to learn simple first-order and complex second-order relations between uni-modal visual and cross-modal audio-visual stimuli.

Psychosocial factors, but not professional practice skills, linked to self-perceived effectiveness of telepractice in school-based speech and language therapists during COVID-19 pandemic.

Background: Face-to-face class suspensions during the coronavirus disease (COVID-19) pandemic in 2019 increased telepractice in speech and language therapy. However, little is known about speech and language therapists' (SLTs) perceived effectiveness of telepractice and its antecedents.

Aims: To examine the use of telepractice and the factors affecting its perceived effectiveness in Hong Kong mainstream schools during COVID-19.

Parents' and Students' Perceptions of Telepractice Services for Speech-Language Therapy During the COVID-19 Pandemic: Survey Study.

Background: The ongoing COVID-19 pandemic has resulted in the suspension of face-to-face classes and a considerable increase in the use of telepractice services in speech-language pathology. However, little is known about parents' and students' satisfaction with telepractice services and their preferences for different service delivery modes. These factors may affect therapy effectiveness and the future adoption of telepractice.

Spelling in developmental dyslexia in Chinese: Evidence of deficits in statistical learning and over-reliance on phonology.

This study employed a multi-dimensional (i.e., orthographic, phonological, and semantic) and bi-level (i.

A Tale of Two Features: Perception of Cantonese Lexical Tone and English Lexical Stress in Cantonese-English Bilinguals.

This study investigated the similarities and differences in perception of Cantonese tones and English stress patterns by Cantonese-English bilingual children, adults, and English monolingual adults. All three groups were asked to discriminate pairs of syllables that minimally differed in either Cantonese tone or in English stress. Bilingual children's performance on tone perception was comparable to their performance on stress perception.