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Statistical learning allows us to discover myriad structures in our environment, which is saturated with information at many different levels-from items to categories. How do children learn different levels of information-about regularities that pertain to items and the categories they come from-and how does this differ from adults? Studies on category learning and memory have suggested that children may be more focused on items than adults. If this is also the case for statistical learning, children may not extract and learn the multi-l
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