Faster adult implicit probabilistic statistical learning following childhood adversity

Abstract According to deficit models, early life adversity disrupts normal development, leading to long-term emotional, behavioural, and cognitive difficulties. However, some evidence suggests that certain psychological skills may be preserved or even enhanced by early adversity. We hypothesised that implicit learning and memory would be equally effective in individuals exposed to childhood adversity and those from more favourable backgrounds, and compared the effects of childhood versus adult adversity. To this aim, retrospective childhood harshness and unpredictability measurements and current perceived socio-economic status were collected in a sample of 325 participants at a Hungarian university taking part in an online experiment. They also completed a task allowing the assessment of multiple components of implicit statistical learning, including initial acquisition of regularities, consolidation of established regularities, resistance of established regularities against interference, and acquisition of novel regularities. Results showed that although statistical learning reached the same eventual level, its pace was quicker in individuals with relatively greater early life adversity exposure. Conversely, lower current socio-economic status was linked to reduced learning performance. These findings partially support the ‘hidden talents’ framework, suggesting that early adversity may promote certain adaptive cognitive skills.