Interdependence of form and function in cognitive systems explains perception of printed words.

Orden, Guy C. Van; Goldinger, Stephen D.

doi:10.1037/0096-1523.20.6.1269

Cited by 273 publications

(319 citation statements)

References 143 publications

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“…Seidenberg and McClelland did not implement these feedback connections, but they were included in some of Plaut and Shallice's (1993) simulations. Similarly, Van Orden and Goldinger (1994;see also Gottlob, Goldinger, Stone, & Van Orden, 1999;Stone, Vanhoy, & Van Orden, 1997) argued for a system that incorporated both feedforward and feedback activation between sets of units.…”

Section: The Feedback Accountmentioning

confidence: 99%

Semantic Ambiguity and the Process of Generating Meaning From Print.

Pexman¹,

Hino²,

Lupker³

2004

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Section: The Feedback Accountmentioning

confidence: 99%

Semantic Ambiguity and the Process of Generating Meaning From Print.

Pexman¹,

Hino²,

Lupker³

2004

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…In their dynamic systems approach, Van Orden and Goldinger (1994) have also proposed this priority of phonology over meaning. In our approach, the priority of phonology has a specific origin in the ways that languages and writing systems work.…”

Section: The Lexical Constituency Theoretical Frameworkmentioning

confidence: 99%

The Lexical Constituency Model: Some Implications of Research on Chinese for General Theories of Reading.

Perfetti¹,

Liu²,

Tan³

2005

Psychological Review

372

326

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The authors examine the implications of research on Chinese for theories of reading and propose the lexical constituency model as a general framework for word reading across writing systems. Word identities are defined by 3 interlinked constituents (orthographic, phonological, and semantic). The implemented model simulates the time course of graphic, phonological, and semantic priming effects, including immediate graphic facilitation followed by graphic inhibition with simultaneous phonological facilitation, a pattern unique to the Chinese writing system. Pseudocharacter primes produced only facilitation, supporting the model's assumption that lexical thresholds determine phonological and semantic, but not graphic, effects. More generally, both universal reading processes and writing system constraints exist. Although phonology is universal, its activation process depends on how the writing system structures graphic units.

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“…This implies that both codes are activated in parallel in autonomous word reading, but the slower horse (i.e., the phonological route) affects performance only when the faster horse (i.e., the direct route) is out of the race. Our data do not provide a direct test contrasting these two options, and thus they suggest a "design principle" rather then a specific architecture for the access to meaning (see Van Orden & Goldinger, 1994, for a discussion of the distinction between architectures and design principles).…”

Section: The Representation Of Knowledge In Bilinguals and The Stroopmentioning

confidence: 99%

Unintentional word reading via the phonological route: The Stroop effect with cross-script homophones.

Tzelgov

Henik²,

Sneg³

et al. 1996

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Single-route theories that argue that access to meaning is always mediated by phonology are consistent with process theories of automaticity. Dual-route theories, suggesting that reading skill results in direct access, are consistent with the notion of automaticity as memory retrieval. If word reading reflects memory retrieval, the Stroop effect should be absent in the absence of cues normally serving for retrieval. The Stroop effect was obtained in Hebrew-English bilinguals for cross-script homophones, which have meaning as color names in one language but are written in a script of the other language. The Stroop effect in cross-script homophones was independent of response mode and was insensitive to color-related proportion, supporting the assumption of different routes being involved in access to meaning of regular words and cross-script homophones. Implications for automaticity, theories of word reading, and knowledge representation by bilinguals are discussed.Reading is a cognitive skill that most humans acquire early and use extensively during their lives. The term word reading, as used by us, refers to mapping from strings of graphemes (i.e., written words) to meaning, when such strings are presented in isolation. Because extensive practice leads to automatic processing (Logan, 1988a), most investigators agree that word reading, at least in skilled readers, is an automatic process. In this article we analyze word reading from the viewpoint of approaches to automaticity.Our study has implications for theories of automaticity on the one hand and for theories of word reading on the other. In addition, because of the special kinds of stimuli we used, our findings are also relevant to the issue of knowledge representation by bilinguals. Approaches to AutomaticityAutomatic processing in general, and skilled word reading in particular, may be performed in two modes. Jacoby, Levy, and

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Interdependence of form and function in cognitive systems explains perception of printed words.

Cited by 273 publications

References 143 publications

Semantic Ambiguity and the Process of Generating Meaning From Print.

Semantic Ambiguity and the Process of Generating Meaning From Print.

The Lexical Constituency Model: Some Implications of Research on Chinese for General Theories of Reading.

Unintentional word reading via the phonological route: The Stroop effect with cross-script homophones.

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