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This study investigated how distractor-based VSL influenced attentional capture in children. Three experiments were conducted using an additional singleton task. In Experiment 1 (33 third graders, Mage = 8.5 years, 15 girls; 34 fifth graders, Mage = 10.4 years, 18 girls, data collected in 2024\u20132025), distractors appeared either in high- or low-probability locations. Both grades showed spatial-based VSL that attenuated attentional capture, with greater suppression in fifth graders. In Experiment 2 (34 third graders, Mage = 8.4 years, 15 girls; 34 fifth graders, Mage = 10.3 years, 18 girls, data collected in 2024\u20132025), distractors appeared in either high- or low-probability colors. Fifth graders but not third graders exhibited feature-based VSL. In Experiment 3 (32 third graders, Mage = 8.4 years, 14 girls; 31 fifth graders, Mage = 10.3 years, 14 girls; data collected in 2025\u20132026), spatial and feature-based regularities were combined. Only fifth graders exhibited distractor-based VSL. These findings demonstrate that distractor-based VSL modulates attentional capture in children. Spatial-based distractor suppression is present by third grade, whereas feature-based suppression emerges by fifth grade.<\/jats:p>","DOI":"10.1093\/chidev\/aacag185","type":"journal-article","created":{"date-parts":[[2026,9,19]],"date-time":"2026-09-19T11:40:00Z","timestamp":1789818000000},"source":"Crossref","is-referenced-by-count":0,"title":["Distractor-based visual statistical learning affects attentional capture in elementary school students"],"prefix":"10.1093","author":[{"given":"Huai","family":"Ji","sequence":"first","affiliation":[{"name":"School of Psychology, Liaoning Normal University , Dalian \u00a0","place":["China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Qian","family":"Chen","sequence":"additional","affiliation":[{"name":"School of Psychology, Liaoning Normal University , Dalian \u00a0","place":["China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mingming","family":"Qi","sequence":"additional","affiliation":[{"name":"School of Psychology, Liaoning Normal University , Dalian \u00a0","place":["China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4164-4289","authenticated-orcid":false,"given":"Heming","family":"Gao","sequence":"additional","affiliation":[{"name":"School of Psychology, Liaoning Normal University , Dalian \u00a0","place":["China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"286","published-online":{"date-parts":[[2026,9,30]]},"reference":[{"key":"2026093005114655900_aacag185-B1","doi-asserted-by":"publisher","first-page":"634","DOI":"10.1044\/2018_LSHSS-STLT1-17-0135","article-title":"Reading as statistical learning","volume":"49","author":"Arciuli","year":"2018","journal-title":"Language, Speech, and Hearing Services in Schools"},{"key":"2026093005114655900_aacag185-B2","doi-asserted-by":"publisher","first-page":"464","DOI":"10.1111\/j.1467-7687.2009.00937.x","article-title":"Statistical learning in typically developing 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