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“Serial” effects in parallel models of reading

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“Serial” effects in parallel models of reading. / Chang, Ya-Ning; Furber, Steve; Welbourne, Stephen.
In: Cognitive Psychology, Vol. 64, No. 4, 06.2012, p. 267-291.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Chang, Y-N, Furber, S & Welbourne, S 2012, '“Serial” effects in parallel models of reading', Cognitive Psychology, vol. 64, no. 4, pp. 267-291. https://doi.org/10.1016/j.cogpsych.2012.01.002

APA

Chang, Y-N., Furber, S., & Welbourne, S. (2012). “Serial” effects in parallel models of reading. Cognitive Psychology, 64(4), 267-291. https://doi.org/10.1016/j.cogpsych.2012.01.002

Vancouver

Chang Y-N, Furber S, Welbourne S. “Serial” effects in parallel models of reading. Cognitive Psychology. 2012 Jun;64(4):267-291. Epub 2012 Feb 16. doi: 10.1016/j.cogpsych.2012.01.002

Author

Chang, Ya-Ning ; Furber, Steve ; Welbourne, Stephen. / “Serial” effects in parallel models of reading. In: Cognitive Psychology. 2012 ; Vol. 64, No. 4. pp. 267-291.

Bibtex

@article{58f1e548ba234f43a427893df480384a,
title = "“Serial” effects in parallel models of reading",
abstract = "There is now considerable evidence showing that the time to read a word out loud is influenced by an interaction between orthographic length and lexicality. Given that length effects are interpreted by advocates of dual-route models as evidence of serial processing this would seem to pose a serious challenge to models of single word reading which postulate a common parallel processing mechanism for reading both words and nonwords (Coltheart et al., 2001 and Rastle et al., 2009). However, an alternative explanation of these data is that visual processes outside the scope of existing parallel models are responsible for generating the word-length related phenomena (Seidenberg & Plaut, 1998). Here we demonstrate that a parallel model of single word reading can account for the differential word-length effects found in the naming latencies of words and nonwords, provided that it includes a mapping from visual to orthographic representations, and that the nature of those orthographic representations are not preconstrained. The model can also simulate other supposedly “serial” effects. The overall findings were consistent with the view that visual processing contributes substantially to the word-length effects in normal reading and provided evidence to support the single-route theory which assumes words and nonwords are processed in parallel by a common mechanism.",
keywords = "Reading, PDP, VWFA, Visual word recognition, Length effect, Computational modelling",
author = "Ya-Ning Chang and Steve Furber and Stephen Welbourne",
year = "2012",
month = jun,
doi = "10.1016/j.cogpsych.2012.01.002",
language = "English",
volume = "64",
pages = "267--291",
journal = "Cognitive Psychology",
issn = "0010-0285",
publisher = "Academic Press Inc.",
number = "4",

}

RIS

TY - JOUR

T1 - “Serial” effects in parallel models of reading

AU - Chang, Ya-Ning

AU - Furber, Steve

AU - Welbourne, Stephen

PY - 2012/6

Y1 - 2012/6

N2 - There is now considerable evidence showing that the time to read a word out loud is influenced by an interaction between orthographic length and lexicality. Given that length effects are interpreted by advocates of dual-route models as evidence of serial processing this would seem to pose a serious challenge to models of single word reading which postulate a common parallel processing mechanism for reading both words and nonwords (Coltheart et al., 2001 and Rastle et al., 2009). However, an alternative explanation of these data is that visual processes outside the scope of existing parallel models are responsible for generating the word-length related phenomena (Seidenberg & Plaut, 1998). Here we demonstrate that a parallel model of single word reading can account for the differential word-length effects found in the naming latencies of words and nonwords, provided that it includes a mapping from visual to orthographic representations, and that the nature of those orthographic representations are not preconstrained. The model can also simulate other supposedly “serial” effects. The overall findings were consistent with the view that visual processing contributes substantially to the word-length effects in normal reading and provided evidence to support the single-route theory which assumes words and nonwords are processed in parallel by a common mechanism.

AB - There is now considerable evidence showing that the time to read a word out loud is influenced by an interaction between orthographic length and lexicality. Given that length effects are interpreted by advocates of dual-route models as evidence of serial processing this would seem to pose a serious challenge to models of single word reading which postulate a common parallel processing mechanism for reading both words and nonwords (Coltheart et al., 2001 and Rastle et al., 2009). However, an alternative explanation of these data is that visual processes outside the scope of existing parallel models are responsible for generating the word-length related phenomena (Seidenberg & Plaut, 1998). Here we demonstrate that a parallel model of single word reading can account for the differential word-length effects found in the naming latencies of words and nonwords, provided that it includes a mapping from visual to orthographic representations, and that the nature of those orthographic representations are not preconstrained. The model can also simulate other supposedly “serial” effects. The overall findings were consistent with the view that visual processing contributes substantially to the word-length effects in normal reading and provided evidence to support the single-route theory which assumes words and nonwords are processed in parallel by a common mechanism.

KW - Reading

KW - PDP

KW - VWFA

KW - Visual word recognition

KW - Length effect

KW - Computational modelling

U2 - 10.1016/j.cogpsych.2012.01.002

DO - 10.1016/j.cogpsych.2012.01.002

M3 - Journal article

VL - 64

SP - 267

EP - 291

JO - Cognitive Psychology

JF - Cognitive Psychology

SN - 0010-0285

IS - 4

ER -