Dataset for: Children's statistical learning capacity and arithmetic principle use

Statistical learning—an unconscious cognitive process used to extract regularities—is well-established as a fundamental mechanism underlying learning. Yet, despite the prominence of patterns in the number system and operations, little is known about the relation between statistical learning and mathematics knowledge. This study examined the associations among statistical learning, executive control, and arithmetic knowledge among first graders (N = 54). Individual differences in visual statistical learning negatively predicted response time on addition problems and positively predicted accuracy on subtraction problems. These relations remained even after accounting for executive control. These findings provide an impetus for testing new models of mathematics learning that include statistical learning as a potentially important mechanism.

统计学习（Statistical learning）是一种用于提取规律的无意识认知过程，现已被证实是支撑学习的核心机制。尽管数字系统与运算中存在大量显著的规律模式，但学界对统计学习与数学知识间的关联仍知之甚少。本研究以54名一年级学生为被试，考察了统计学习、执行控制与算术知识三者间的关联。结果显示，视觉统计学习（visual statistical learning）的个体差异对加法题的反应时具有负向预测作用，对减法题的正确率具有正向预测作用；即便在控制执行控制变量后，上述关联依然成立。本研究结果为检验将统计学习作为潜在重要机制的新型数学学习模型提供了重要推动力。