| 41 |
Beyond single syllables: large-scale modeling of reading aloud with the Connectionist Dual Process (CDP++) model
|
|
|
|
In: Cognitive Psychology, Vol. 61, no. 2 (Sep 2010), pp. 106-151 (2010)
|
|
Abstract:
Most words in English have more than one syllable, yet the most influential computational models of reading aloud are restricted to processing monosyllabic words. Here, we present CDP++, a new version of the Connectionist Dual Process model (). CDP++ is able to simulate the reading aloud of mono- and disyllabic words and nonwords, and learns to assign stress in exactly the same way as it learns to associate graphemes with phonemes. CDP++ is able to simulate the monosyllabic benchmark effects its predecessor could, and therefore shows full backwards compatibility. CDP++ also accounts for a number of novel effects specific to disyllabic words, including the effects of stress regularity and syllable number. In terms of database performance, CDP++ accounts for over 49% of the reaction time variance on items selected from the English Lexicon Project, a very large database of several thousand of words. With its lexicon of over 32,000 words, CDP++ is therefore a notable example of the successful scaling-up of a connectionist model to a size that more realistically approximates the human lexical system.
|
|
URL: http://hdl.handle.net/1959.3/86484
https://doi.org/10.1016/j.cogpsych.2010.04.001
|
|
BASE
|
|
Hide details
|
|
|
| 43 |
Syllable timing and pausing: evidence from Cantonese
|
|
|
|
In: Language and Speech, Vol. 52, no. 1 (Mar 2009), pp. 29-53 (2009)
|
|
BASE
|
|
Show details
|
|
|
| 46 |
Developmental dyslexia and the dual route model of reading: Simulating individual differences and subtypes
|
|
|
|
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)
|
|
BASE
|
|
Show details
|
|
|
| 47 |
Developmental dyslexia and the dual route model of reading: simulating individual differences and subtypes
|
|
|
|
In: Cognition, Vol. 107, no. 1 (Apr 2008), pp. 151-178 (2008)
|
|
BASE
|
|
Show details
|
|
|
| 49 |
Syntactic ambiguity resolution and the prosodic foot: cross-language differences
|
|
|
|
In: Applied Psycholinguistics, Vol. 27, no. 3 (2006), pp. 301-333 (2006)
|
|
BASE
|
|
Show details
|
|
|
| 52 |
Prosody and lemma selection
|
|
|
|
In: Memory and Cognition, Vol. 33, no. 5 (Jul 2005), pp. 862-870 (2005)
|
|
BASE
|
|
Show details
|
|
|
| 55 |
Do current connectionist learning models account for reading development in different languages?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 56 |
fMRI evidence for the automatic phonological activation of briefly presented words
|
|
|
|
In: Cognitive Brain Research, Vol. 20, no. 2 (2004), pp. 156-164 (2004)
|
|
BASE
|
|
Show details
|
|
|
| 57 |
Beyond the two-strategy model of skilled spelling: effects of consistency, grain size, and orthographic redundancy
|
|
|
|
In: The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, Vol. 57, no. 2 (2004), pp. 325-356 (2004)
|
|
BASE
|
|
Show details
|
|
|
| 58 |
Do current connectionist learning models account for reading development in different languages?
|
|
|
|
In: Cognition, Vol. 91, no. 3 (Apr 2004), pp. 273-296 (2004)
|
|
BASE
|
|
Show details
|
|
|
|
|
