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ETT2 2007-06-12 pp.315-317

Time: Tuesday 10:40-12:10 Room: 8-309 Instructor: Mafuyu Kitahara Material: Balota D. A. (1994) “Visual word recognition” in M. A. Gernsbacher (ed.) Handbook of Psycholinguistics, pp. 303-358, San Diego: Academic Press. ETT2 2007-06-12 pp.315-317. If not rules, then what?.

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ETT2 2007-06-12 pp.315-317

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  1. Time: Tuesday 10:40-12:10 Room: 8-309 Instructor: Mafuyu Kitahara Material: Balota D. A. (1994) “Visual word recognition” in M. A. Gernsbacher (ed.) Handbook of Psycholinguistics, pp. 303-358, San Diego: Academic Press. ETT2 2007-06-12pp.315-317

  2. If not rules, then what? • Dual route model (Coltheart, 1978): • Assembled route = assemble parts by rules • Direct route = get whole-word directly • Balance between the two may differ • A:D = 10:0 in Serbo-Croatian • A:D = 8:2 in Japanese(?) • A:D = 5:5 in English(?) • A:D = 3:7 in Hebrew(?) • Orthographic depth = transparency between the spelling-to-sound correspondence

  3. Dual route • Why dual? • Assembled route necessary for non-words • Activation synthesis approach • analogies from similar words is enough: no need for assembled route <-- dyslexia: counter example • Surface dyslexia • Regularize irregular words: impaired direct route • “broad” [brO:d] as [broud] • cf. road [roud], rode [roud] • Deep dyslexia • Can't pronounce nonwords: impaired assembled route

  4. Single route? • Seidenberg & McClelland (1989): • 2nd generation Connectionist model • Local --> distributed representation • No “word”, but “#wo”, “wor”, “ord”, “rd#” • Pre-specified --> Learning from scratch

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