The DOI matches its Crossref record; 19 of the 19 references it cites were found in a registry or an index.
Computing the Meanings of Words in Reading: Cooperative Division of Labor Between Visual and Phonological Processes.
Abstract
Are words read visually (by means of a direct mapping from orthography to semantics) or phonologically (by mapping from orthography to phonology to semantics)? The authors addressed this long-standing debate by examining how a large-scale computational model based on connectionist principles would solve the problem and comparing the model's performance to people's. In contrast to previous models, the present model uses an architecture in which meanings are jointly determined by the 2 components, with the division of labor between them affected by the nature of the mappings between codes. The model is consistent with a variety of behavioral phenomena, including the results of studies of homophones and pseudohomophones thought to support other theories, and illustrates how efficient processing can be achieved using multiple simultaneous constraints.
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Cites
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The nature of phonological processing and its causal role in the acquisition of reading skills
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“…Researchers who mainly study issues concerning reading acquisition and dyslexia tend to emphasize the importance of phonological coding (e.g., Wagner & Torgesen, 1987), whereas many researchers who mainly study visual word recognition in adults have focused on the role of orthography (e.g.,…”
BackgroundA spreading-activation theory of retrieval in sentence production.
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Understanding normal and impaired word reading: Computational principles in quasi-regular domains.
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Cited by
Ending the reading wars: Reading acquisition from novice to expert
Castles, A., Rastle, K., & Nation, K. (2018) · Psychological Science in the Public Interest · doi:10.1177/1529100618772271 · Cited by 1,297
Phonological skills and their role in learning to read: A meta-analytic review.
Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012) · Psychological Bulletin · doi:10.1037/a0026744 · Cited by 1,292
What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension.
Ouellette, G. P. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.3.554 · Cited by 1,027
Share, D. L. (2008) · Psychological Bulletin · doi:10.1037/0033-2909.134.4.584 · Cited by 1,022
Chang, F., Dell, G. S., & Bock, K. (2006) · Psychological Review · doi:10.1037/0033-295x.113.2.234 · Cited by 984
Metadata
- Authors
- Harm, M. W., & Seidenberg, M. S.
- Venue
- Psychological Review
- Published
- 2004
- Volume
- 111
- Issue
- 3
- Pages
- 662-720
- ISSN
- 0033-295X (ISSN-L)
- 1939-1471
- OpenAlex
- W2016534914
- Cited by
- 1,133
- References
- 19
- FWCI
- 58.24
- Type
- journal article
- Language
- en
- Open access
- closed
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- Harm, M. W., & Seidenberg, M. S. (2004). Computing the Meanings of Words in Reading: Cooperative Division of Labor Between Visual and Phonological Processes. Psychological Review. https://doi.org/10.1037/0033-295x.111.3.662
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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