Abstract
Statistical learning, the ability to extract regularities from the environment over time, has become a topic of burgeoning interest. Its influence on behavior, spanning infancy to adulthood, has been demonstrated across a range of tasks, both those labeled as tests of statistical learning and those from other learning domains that predated statistical learning research or that are not typically considered in the context of that literature. Given this pervasive role in human cognition, statistical learning has the potential to reconcile seemingly distinct learning phenomena and may be an under-appreciated but important contributor to a wide range of human behaviors that are studied as unrelated processes, such as episodic memory and spatial navigation.