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Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models
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In: ISSN: 0963-7214 ; EISSN: 1467-8721 ; Current Directions in Psychological Science ; https://hal-amu.archives-ouvertes.fr/hal-02566111 ; Current Directions in Psychological Science, Association for Psychological Science, 2020, pp.096372142091587. ⟨10.1177/0963721420915873⟩ (2020)
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Understanding Dyslexia Through Personalized Large-Scale Computational Models
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In: ISSN: 0956-7976 ; Psychological Science ; https://hal-amu.archives-ouvertes.fr/hal-02011721 ; Psychological Science, Association for Psychological Science, 2019, pp.1-10. ⟨10.1177/0956797618823540⟩ (2019)
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Modeling the Variability of Developmental Dyslexia
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In: Developmental Dyslexia across Languages and Writing Systems ; https://hal-amu.archives-ouvertes.fr/hal-02308934 ; Developmental Dyslexia across Languages and Writing Systems, Cambridge University Press, pp.350-371, 2019, ⟨10.1017/9781108553377.016⟩ (2019)
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When silent letters say more than a thousand words: An implementation and evaluation of CDP plus plus in French
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In: ISSN: 0749-596X ; EISSN: 1096-0821 ; Journal of Memory and Language ; https://hal.archives-ouvertes.fr/hal-01432444 ; Journal of Memory and Language, Elsevier, 2014, 72, pp.98-115. ⟨10.1016/j.jml.2014.01.003⟩ (2014)
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CDP plus plus .Italian: Modelling Sublexical and Supralexical Inconsistency in a Shallow Orthography
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In: ISSN: 1932-6203 ; EISSN: 1932-6203 ; PLoS ONE ; https://hal.archives-ouvertes.fr/hal-01432442 ; PLoS ONE, Public Library of Science, 2014, 9 (4), ⟨10.1371/journal.pone.0094291⟩ (2014)
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CDP++.Italian: Modelling Sublexical and Supralexical Inconsistency in a Shallow Orthography
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In: ISSN: 1932-6203 ; EISSN: 1932-6203 ; PLoS ONE ; https://hal.archives-ouvertes.fr/hal-01016354 ; PLoS ONE, Public Library of Science, 2014, 9 (4), pp.e94291. ⟨10.1371/journal.pone.0094291⟩ (2014)
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Rules versus statistics in reading aloud: New evidence on an old debate
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In: ISSN: 0954-1446 ; EISSN: 1464-0635 ; European Journal of Cognitive Psychology ; https://hal.archives-ouvertes.fr/hal-01440443 ; European Journal of Cognitive Psychology, Taylor & Francis (Routledge), 2010, 22 (5), pp.798-812. ⟨10.1080/09541440902978365⟩ (2010)
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Beyond single syllables: Large-scale modeling of reading aloud with the Connectionist Dual Process (CDP++) model
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In: ISSN: 0010-0285 ; EISSN: 1095-5623 ; Cognitive Psychology ; https://hal.archives-ouvertes.fr/hal-01440452 ; Cognitive Psychology, Elsevier, 2010, 61 (2), pp.106-151. ⟨10.1016/j.cogpsych.2010.04.001⟩ (2010)
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Developmental dyslexia and the dual route model of reading: Simulating individual differences and subtypes
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In: ISSN: 0010-0277 ; EISSN: 1873-7838 ; Cognition ; https://hal.archives-ouvertes.fr/hal-01440571 ; Cognition, Elsevier, 2008, 107 (1), pp.151-178. ⟨10.1016/j.cognition.2007.09.004⟩ (2008)
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Abstract:
International audience ; Developmental dyslexia was investigated within a well-understood and fully specified computational model of reading aloud: the dual route cascaded model (DRC [Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J.C. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256.]). Four tasks were designed to assess each representational level of the DRC: letter level, orthographic lexicon, phonological lexicon, and phoneme system. The data showed no single cause of dyslexia, but rather a complex pattern of phonological, phonemic, and letter processing deficits. Importantly, most dyslexics had deficits in more than one domain. Subtyping analyses also suggested that both the phonological and surface dyslexics almost always had more than a single underlying deficit. To simulate the reading performance for each individual with the DRC, we added noise to the model at a level proportional to the underlying deficit(s) of each individual. The simulations not only accounted fairly well for individual reading patterns but also captured the different dyslexia profiles discussed in the literature (i.e., surface, phonological, mixed, and mild dyslexia). Thus, taking into account the multiplicity of underlying deficits on an individual basis provides a parsimonious and accurate description of developmental dyslexia. The present work highlights the necessity and merits of investigating dyslexia at the level of each individual rather than as a unitary disorder. (C) 2007 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-01440571 https://doi.org/10.1016/j.cognition.2007.09.004
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