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Simulating consistency effects and individual differences in nonword naming: A comparison of current models
16 references·14 citing·32 second hop
Simulating consistency effects and individual differences in nonword naming: A comparison of current models (2005)Simulating consistency effects and indivi…Computing the Meanings of Words in Reading: Cooperative Division of Labor Between Visual and Phonological Processes. (2004)Computing the Meanings of Wor…Visual statistical learning in infancy: evidence for a domain general learning mechanism (2002)Visual statistical learning i…How Psychological Science Informs the Teaching of Reading (2001)How Psychological Science Inf…DRC: A dual route cascaded model of visual word recognition and reading aloud. (2001)DRC: A dual route cascaded mo…Words and rules: the ingredients of language (2000)Words and rules: the ingredie…Phonology, reading acquisition, and dyslexia: Insights from connectionist models. (1999)Phonology, reading acquisitio…Incidental Language Learning: Listening (and Learning) Out of the Corner of Your Ear (1997)Incidental Language Learning:…Understanding normal and impaired word reading: Computational principles in quasi-regular domains. (1996)Understanding normal and impa…The special role of rimes in the description, use, and acquisition of English orthography. (1995)The special role of rimes in …Semantic effects in single-word naming. (1995)Semantic effects in single-wo…Models of reading aloud: Dual-route and parallel-distributed-processing approaches. (1993)Models of reading aloud: Dual…A distributed, developmental model of word recognition and naming. (1989)A distributed, developmental …Phonetic categorization in auditory word perception. (1980)Phonetic categorization in au…The organization and activation of orthographic knowledge in reading aloud. (1979)The organization and activati…Use of orthographic and word-specific knowledge in reading words aloud. (1976)Use of orthographic and word-…The structure of English orthography . By Richard L. Venezky (Janua linguarum, series minor, 82.) The Hague: Mouton, 1970. Pp. 159. f 17.00. (1971)The structure of English orth…Models of Word Reading (2022)Models of Word ReadingIndividual differences in learning the regularities between orthography, phonology and semantics predict early reading skills (2020)Individual differences in lea…A Computational Model of the Self‐Teaching Hypothesis Based on the Dual‐Route Cascaded Model of Reading (2018)A Computational Model of the …Toward a theory of variation in the organization of the word reading system (2016)Toward a theory of variation …Moving beyond the monosyllable in models of skilled reading: Mega-study of disyllabic nonword reading (2016)Moving beyond the monosyllabl…Tune in to the Tone: Lexical Tone Identification is Associated with Vocabulary and Word Recognition Abilities in Young Chinese Children (2014)Tune in to the Tone: Lexical …Similarities and differences in brain activation and functional connectivity in first and second language reading: Evidence from Chinese learners of English (2014)Similarities and differences …Individual differences in reading aloud: A mega-study, item effects, and some models (2013)Individual differences in rea…Orthographic influences on division of labor in learning to read Chinese and English: Insights from computational modeling (2012)Orthographic influences on di…What lexical decision and naming tell us about reading (2011)What lexical decision and nam…The role of plasticity-related functional reorganization in the explanation of central dyslexias (2011)The role of plasticity-relate…Discovering large grain sizes in a transparent orthography: Insights from a connectionist model of Italian word naming (2010)Discovering large grain sizes…Stress Priming in Reading and the Selective Modulation of Lexical and Sub-Lexical Pathways (2009)Stress Priming in Reading and…Influence of consonantal context on the reading of vowels: Evidence from children (2005)Influence of consonantal cont…An interactive activation model of context effects in letter perception: I. 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Amsterdam & Philadelphia: Benjamins, 1985. Pp. xii, 234. Cloth $33.00, paper $20.00. (1987)Relational frame theory: a post-Skinnerian account of human language and cognition (2001)Lexicalization and Language Change (2005)The faculty of language: what's special about it? (2005)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)The English Lexicon Project (2007)Word Knowledge in a Theory of Reading Comprehension (2013)
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References

  • 2001DRC: A dual route cascaded model of visual word recognition and reading aloud.4,245 cited
  • 1989A distributed, developmental model of word recognition and naming.3,902 cited
  • 1996Understanding normal and impaired word reading: Computational principles in quasi-regular domains.2,699 cited
  • 1993Models of reading aloud: Dual-route and parallel-distributed-processing approaches.1,739 cited
  • 2000Words and rules: the ingredients of language1,231 cited
  • 2004Computing the Meanings of Words in Reading: Cooperative Division of Labor Between Visual and Phonological Processes.1,137 cited
  • 2002Visual statistical learning in infancy: evidence for a domain general learning mechanism1,071 cited
  • 1979The organization and activation of orthographic knowledge in reading aloud.956 cited
  • 2001How Psychological Science Informs the Teaching of Reading929 cited
  • 1999Phonology, reading acquisition, and dyslexia: Insights from connectionist models.924 cited
  • 1980Phonetic categorization in auditory word perception.834 cited
  • 1997Incidental Language Learning: Listening (and Learning) Out of the Corner of Your Ear678 cited
  • 1971The structure of English orthography . By Richard L. Venezky (Janua linguarum, series minor, 82.) The Hague: Mouton, 1970. Pp. 159. f 17.00.598 cited
  • 1995The special role of rimes in the description, use, and acquisition of English orthography.

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505 cited
  • 1995Semantic effects in single-word naming.485 cited
  • 1976Use of orthographic and word-specific knowledge in reading words aloud.423 cited
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