Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Modeling reading development: Cumulative, incremental learning in a computational model of word naming
AU - Monaghan, Padraic
AU - Ellis, Andrew W.
PY - 2010/11
Y1 - 2010/11
N2 - Natural reading development gradually builds up to the adult vocabulary over a period of years. This has an effect on lexical processing: early-acquired words are processed more quickly and more accurately than later-acquired words. We present a connectionist model of reading, learning to map orthography onto phonology to simulate this natural reading development. The model learned early words more robustly than late words, and also showed interactions between age of acquisition and spelling-sound consistency that have been reported for skilled adult readers. In additional simulations, we demonstrated that age of acquisition effects are a consequence of incremental exposure to words in concert with changes in plasticity as learning proceeds, and are not due to uncontrolled differences in ease of reading between early and late-acquired words. Models which do not learn through cumulative training are unable to explain age of acquisition and related effects. (C) 2010 Elsevier Inc. All rights reserved.
AB - Natural reading development gradually builds up to the adult vocabulary over a period of years. This has an effect on lexical processing: early-acquired words are processed more quickly and more accurately than later-acquired words. We present a connectionist model of reading, learning to map orthography onto phonology to simulate this natural reading development. The model learned early words more robustly than late words, and also showed interactions between age of acquisition and spelling-sound consistency that have been reported for skilled adult readers. In additional simulations, we demonstrated that age of acquisition effects are a consequence of incremental exposure to words in concert with changes in plasticity as learning proceeds, and are not due to uncontrolled differences in ease of reading between early and late-acquired words. Models which do not learn through cumulative training are unable to explain age of acquisition and related effects. (C) 2010 Elsevier Inc. All rights reserved.
KW - Reading
KW - Word naming
KW - Age of acquisition
KW - Consistency
KW - Frequency
KW - Neighbors
KW - Computational modeling
KW - AGE-OF-ACQUISITION
KW - SPELLING-SOUND CONSISTENCY
KW - FREQUENCY HYPOTHESIS
KW - VANDERWART PICTURES
KW - LEXICAL-DECISION
KW - ITEM LEVEL
KW - RECOGNITION
KW - TASKS
KW - VARIABLES
KW - LATENCY
UR - http://www.scopus.com/inward/record.url?scp=78049286691&partnerID=8YFLogxK
U2 - 10.1016/j.jml.2010.08.003
DO - 10.1016/j.jml.2010.08.003
M3 - Journal article
VL - 63
SP - 506
EP - 525
JO - Journal of Memory and Language
JF - Journal of Memory and Language
SN - 0749-596X
IS - 4
ER -