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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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Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models
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In: Current Directions in Psychological Science, Vol. 29, no. 3 (Jun 2020), pp. 293-300 (2020)
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Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models
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In: Curr Dir Psychol Sci (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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Understanding Dyslexia Through Personalized Large-Scale Computational Models ...
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Understanding Dyslexia Through Personalized Large-Scale Computational Models ...
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Understanding dyslexia through personalized large-scale computational models
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In: Psychological Science, Vol. 30, no. 3 (Feb 2019), pp. 386-395 (2019)
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Modeling the variability of developmental dyslexia
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In: Developmental dyslexia across languages and writing systems / Ludo Verhoeven, Charles Perfetti and Kenneth Pugh (eds.), pp. 350-371 (2019)
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Abstract:
Reading is a highly complex task that relies on the integration of visual, orthographic, phonological and semantic information. This complexity is clearly reflected in current computational models of reading (Coltheart et al., 2001; Harm & Seidenberg, 1999, 2004; Perry, Ziegler, & Zorzi, 2007, 2010; Plaut et al., 1996). These models specify the “ingredients” of the reading process in a precise and detailed fashion as they implement the units and computations that are necessary to go from the visual information to word recognition and word production. Such models make it possible to simulate real reading performance in terms of reading latencies (how long it takes to compute the pronunciation of a word or pseudoword) and reading accuracy (whether the output of the model is correct). Computational models are particularly well suited to helping us understand reading impairments, such as developmental or acquired dyslexia.
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URL: http://hdl.handle.net/1959.3/459515
https://doi.org/10.1017/9781108553377.016
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Understanding Dyslexia Through Personalized Large-Scale Computational Models
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| 11 |
Metrica e sintassi di Corrado Govoni: dall'Inaugurazione della primavera a Ronda di notte
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| 13 |
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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| 14 |
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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| 15 |
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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| 16 |
When silent letters say more than a thousand words: an implementation and evaluation of CDP plus plus in French
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In: Journal of Memory and Language, Vol. 72 (Apr 2014), pp. 98-115 (2014)
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CDP plus plus. Italian: modelling sublexical and supralexical inconsistency in a shallow orthography
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In: PL o S One, Vol. 9, no. 4 (Apr 2014), article no. e94291 (2014)
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Modelling reading development through phonological decoding and self-teaching: Implications for dyslexia
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In: Philosophical Transactions of the Royal Society B: Biological Sciences, Vol. 369, no. 1634 (Dec 2014) (2014)
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CDP++.Italian: Modelling Sublexical and Supralexical Inconsistency in a Shallow Orthography
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