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Do current connectionist learning models account for reading development in different languages?
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In: ISSN: 0010-0277 ; EISSN: 1873-7838 ; Cognition ; https://hal.archives-ouvertes.fr/hal-01441304 ; Cognition, Elsevier, 2004, 91 (3), pp.273-296. ⟨10.1016/j.cognition.2003.09.006⟩ (2004)
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Abstract:
International audience ; Learning to read a relatively irregular orthography, such as English, is harder and takes longer than learning to read a relatively regular orthography, such as German. At the end of grade 1, the difference in reading performance on a simple set of words and nonwords is quite dramatic. Whereas children using regular orthographies are already close to ceiling, English children read only about 40% of the words and nonwords correctly. It takes almost 4 years for English children to come close to the reading level of their German peers. In the present study, we investigated to what extent recent connectionist learning models are capable of simulating this cross-language learning rate effect as measured by nonword decoding accuracy. We implemented German and English versions of two major connectionist reading models, Plaut et al.'s (Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: computational principles in quasi-regular domains. Psychological Review, 103, 56-115) parallel distributed model and Zorzi et al.'s (Zorzi, M., Houghton, G., & Butterworth, B. (1998a). Two routes or one in reading aloud? A connectionist dual-process model. Journal of Experimental Psychology: Human Perception and Performance, 24, 1131-1161); two-layer associative network. While both models predicted an overall advantage for the more regular orthography (i.e. German over English), they failed to predict that the difference between children learning to read regular versus irregular orthographies is larger earlier on. Further investigations showed that the two-layer network could be brought to simulate the cross-language learning rate effect when cross-language differences in teaching methods (phonics versus whole-word approach) were taken into account. The present work thus shows that in order to adequately capture the pattern of reading acquisition displayed by children, current connectionist models must not only be sensitive to the statistical structure of spelling-to-sound relations but also to the way reading is taught in different countries. (C) 2003 Elsevier B.V. All rights reserved.
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Keyword:
[SCCO.PSYC]Cognitive science/Psychology
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URL: https://hal.archives-ouvertes.fr/hal-01441304 https://doi.org/10.1016/j.cognition.2003.09.006
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Lexique 2 : A new French lexical database
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In: ISSN: 0743-3808 ; EISSN: 1532-5970 ; Behavior Research Methods Instruments and Computers ; https://hal.archives-ouvertes.fr/hal-02341287 ; Behavior Research Methods Instruments and Computers, Psychonomic Society, 2004, 36 (3), pp.516-524. ⟨10.3758/BF03195598⟩ (2004)
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User’s lexical adaptation in human computer spoken dialogue
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In: (Oral presentation) First IFIP International Conference on Artificial Intelligence Application and Innovation (AIAI), IFIP World Computing Congress ; https://hal.archives-ouvertes.fr/hal-01956830 ; (Oral presentation) First IFIP International Conference on Artificial Intelligence Application and Innovation (AIAI), IFIP World Computing Congress, Aug 2004, Toulouse, France ; https://www.springer.com/us/book/9781402081507 (2004)
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Gender congruency effects in picture naming
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In: ISSN: 0001-6918 ; EISSN: 1873-6297 ; Acta Psychologica ; https://hal.archives-ouvertes.fr/hal-01441319 ; Acta Psychologica, Elsevier, 2004, 117 (2), pp.185-204. ⟨10.1016/j.actpsy.2004.06.003⟩ (2004)
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Letter position coding in printed word perception: Effects of repeated and transposed letters
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In: ISSN: 0169-0965 ; EISSN: 1464-0732 ; Language and Cognitive Processes ; https://hal.archives-ouvertes.fr/hal-01441301 ; Language and Cognitive Processes, Taylor & Francis (Routledge), 2004, 19 (3), pp.333-367. ⟨10.1080/01690960344000198⟩ (2004)
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Free association norms and meaning frequencies for 162 ambiguous words
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In: ISSN: 0003-5033 ; EISSN: 1955-2580 ; Annee Psychologique ; https://hal.archives-ouvertes.fr/hal-01441334 ; Annee Psychologique, Centre Henri Pieron/Armand Colin, 2004, 104 (3), pp.537-595 (2004)
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Locus of orthographic effects in spoken word recognition: Novel insights from the neighbour generation task
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In: ISSN: 0169-0965 ; EISSN: 1464-0732 ; Language and Cognitive Processes ; https://hal.archives-ouvertes.fr/hal-01441318 ; Language and Cognitive Processes, Taylor & Francis (Routledge), 2004, 19 (5), pp.641-660. ⟨10.1080/016909604444000052⟩ (2004)
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Visual phonology: The effects of orthographic consistency on different auditory word recognition tasks
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In: ISSN: 0090-502X ; Memory and Cognition ; https://hal.archives-ouvertes.fr/hal-01441331 ; Memory and Cognition, Springer Verlag, 2004, 32 (5), pp.732-741. ⟨10.3758/BF03195863⟩ (2004)
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Beyond the two-strategy model of skilled spelling: Effects of consistency, grain size, and orthographic redundancy
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In: ISSN: 0272-4987 ; EISSN: 1464-0740 ; Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology ; https://hal.archives-ouvertes.fr/hal-01441302 ; Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology, SAGE Publications, 2004, 57 (2), pp.325-356. ⟨10.1080/02724980343000323⟩ (2004)
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Blocking by word frequency and neighborhood density in visual word recognition: A task-specific response criteria account
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In: ISSN: 0090-502X ; Memory and Cognition ; https://hal.archives-ouvertes.fr/hal-01441325 ; Memory and Cognition, Springer Verlag, 2004, 32 (7), pp.1090-1102. ⟨10.3758/BF03196884⟩ (2004)
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Predictors of picture naming speed
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In: ISSN: 0743-3808 ; EISSN: 1532-5970 ; Behavior Research Methods Instruments and Computers ; https://hal.archives-ouvertes.fr/hal-01441297 ; Behavior Research Methods Instruments and Computers, Psychonomic Society, 2004, 36 (1), pp.140-155. ⟨10.3758/BF03195559⟩ (2004)
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fMRI evidence for the ACV98 connectionist model in reading and lexical decision
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In: Neuroimage, 22 (Supl 1) : S28 ; 10th Annual Meeting of the Organization for Human Brain Mapping ; https://hal.archives-ouvertes.fr/hal-00173012 ; 10th Annual Meeting of the Organization for Human Brain Mapping, Jun 2004, Budapest, Hungary. pp.S28 (2004)
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Lexical orthographic knowledge develops from the beginning of reading acquisition.
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In: ISSN: 0010-0277 ; EISSN: 1873-7838 ; Cognition ; https://hal.archives-ouvertes.fr/hal-00114629 ; Cognition, Elsevier, 2004, 91, pp.B11-B22 (2004)
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Age of acquistion, frequency trajectory and cumulative frequency in lexical processing tasks.
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In: IXX British Psychology Society Cognitive Section. ; https://hal.archives-ouvertes.fr/hal-00115061 ; IXX British Psychology Society Cognitive Section., 2004, Leeds, United Kingdom (2004)
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Saussure, Freud, l'aphasie : d'un point de rencontre à la linguistique clinique
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In: ISSN: 1626-3154 ; Marges Linguistiques ; https://halshs.archives-ouvertes.fr/halshs-00343500 ; Marges Linguistiques, M.L.M.S. Publisher, 2004, pp.110-124 (2004)
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Accès lexical en dénomination écrite : âge d'acquisition et fréquence.
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In: Communication LPC ; https://hal.archives-ouvertes.fr/hal-00115060 ; Communication LPC, 2004, Aix-Marseille, France (2004)
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Le mot « dragon » est-il toujours traité plus rapidement que le mot « taxe » ? Impact de l'âge d'acquisition (et de la fréquence objective) dans des tâches lexicales.
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In: Communication Atelier de Conjoncture "L'acquisition du langage ». ; https://hal.archives-ouvertes.fr/hal-00115064 ; Communication Atelier de Conjoncture "L'acquisition du langage »., 2004, Strasbourg, France (2004)
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Phonological phrase boundaries constrain lexical access: I. Adult data
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In: ISSN: 0749-596X ; EISSN: 1096-0821 ; Journal of Memory and Language ; https://hal.archives-ouvertes.fr/hal-00266454 ; Journal of Memory and Language, Elsevier, 2004, 51, pp.523-547. ⟨10.1016/j.jml.2004.07.001⟩ (2004)
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Abolishing the word-length effect
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In: Hulme, C, Surprenant, A, Bireta, T, Stuart, G & Neath, I 2004, 'Abolishing the word-Length effect', Journal of Experimental Psychology: Learning, Memory, and Cognition, vol. 30, no. 1, pp. 98-106, http://dx.doi.org/10.1037/0278-7393.30.1.98 (2004)
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What Cognitive Processes Are Triggered by Input Enhancement
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