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    • Monaghan, Padraic (9)
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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 9 of 9 1 The effect of orthographic systems on the developing reading system:Typological and computational analyses Huettig, Falk; Smith, Alastair C; Monaghan, Padraic. - 2021 BASE Show details 2 The multimodal nature of spoken word processing in the visual world:testing the predictions of alternative models of multimodal integration Smith, Alastair C.; Monaghan, Padraic; Huettig, Falk. - 2017 BASE Show details 3 Gavagai is as Gavagai does:learning nouns and verbs from cross-situational statistics Monaghan, Padraic; Mattock, Karen; Davies, Robert A. I.. - 2015 BASE Show details 4 Gavagai is as Gavagai does : learning nouns and verbs from cross-situational statistics Monaghan, Padraic; Mattock, Karen (R17354); Davies, Robert A.. - : U.K., Wiley-Blackwell, 2015 BASE Show details 5 Literacy effects on language and vision:emergent effects from an amodal shared resource (ASR) computational model Smith, Alastair C.; Monaghan, Padraic; Huettig, Falk. - 2014 Abstract: Learning to read and write requires an individual to connect additional orthographic representations to pre-existing mappings between phonological and semantic representations of words. Past empirical results suggest that the process of learning to read and write (at least in alphabetic languages) elicits changes in the language processing system, by either increasing the cognitive efficiency of mapping between representations associated with a word, or by changing the granularity of phonological processing of spoken language, or through a combination of both. Behavioural effects of literacy have typically been assessed in offline explicit tasks that have addressed only phonological processing. However, a recent eye tracking study compared high and low literate participants on effects of phonology and semantics in processing measured implicitly using eye movements. High literates' eye movements were more affected by phonological overlap in online speech than low literates, with only subtle differences observed in semantics. We determined whether these effects were due to cognitive efficiency and/or granularity of speech processing in a multi-modal model of speech processing the amodal shared resource model (ASR, Smith, Monaghan, & Huettig, 2013a,b). We found that cognitive efficiency in the model had only a marginal effect on semantic processing and did not affect performance for phonological processing, whereas fine-grained versus coarse-grained phonological representations in the model simulated the high/low literacy effects on phonological processing, suggesting that literacy has a focused effect in changing the grain-size of phonological mappings. (C) 2014 Elsevier Inc. All rights reserved. URL: https://doi.org/10.1016/j.cogpsych.2014.07.002 https://eprints.lancs.ac.uk/id/eprint/73225/ BASE Hide details 6 An amodal shared resource model of language-mediated visual attention Smith, Alastair C.; Monaghan, Padraic; Huettig, Falk. - : Frontiers Media S.A., 2013 BASE Show details 7 Modelling the effects of formal literacy training on language mediated visual attention Smith, Alastair C.; Monaghan, Padraic; Huettig, Falk. - : Cognitive Science Society, 2013 BASE Show details 8 An amodal shared resource model of language-mediated visual attention Smith, Alastair C; Monaghan, Padraic; Huettig, Falk. - 2013 BASE Show details 9 What are the functional units in reading? Evidence for statistical variation influencing word processing Smith, Alastair C.; Monaghan, Padraic. - : World Scientific, 2011 BASE Show details

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