Article1990

Word identification in reading and the promise of subsymbolic psycholinguistics.

Guy C. Van Orden · Bruce F. Pennington · Gregory O. Stone

562 citations0/0 files storedPsychological Review

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Reading and Literacy Development Language Development and Disorders Neurobiology of Language and Bilingualism

Abstract

The vast literature concerning printed word identification either contradicts or provides ambiguous support for each of the central hypotheses of dual-process theory, the most widely accepted theory of printed word identification. In contrast, clear, positive support exists for an alternative subsymbolic approach that includes a central role for the process of phonologic coding. This subsymbolic account is developed around a covariant learning hypothesis, derived from a design principle common to current learning algorithms within the subsymbolic paradigm. Where this hypothesis applies, and it may apply broadly, it predicts a common empirical profile of development.

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References

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Cited by

1999Persistence of Dyslexia: The Connecticut Longitudinal Study at Adolescence 2005The Lexical Constituency Model: Some Implications of Research on Chinese for General Theories of Reading.1999See Dick RAN: Rapid Naming and the Longitudinal Prediction of Reading Subskills in First and Second Graders 2000Individual and developmental differences in semantic priming: Empirical and computational support for a single-mechanism account of lexical processing.

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