Understanding normal and impaired word reading: computational principles in quasi-regular domains.

By David C. Plaut, James L. McClelland, Mark S. Seidenberg, Karalyn Patterson. 1996

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Citations in the corpus

Relational inductive biases, deep learning, and graph networks (2018, background): “We represent complex systems as compositions of entities and their interactions 1 (Navon, 1977; McClelland and Rumelhart, 1981; Plaut et al., 1996; Marcus, 2001; Goodwin and Johnson-Laird, 2005; Kemp and Tenenbaum, 2008), such as judging whether a haphazard stack of objects is stable (Battaglia et…”
The stability-plasticity dilemma: investigating the continuum from catastrophic forgetting to age-limited learning effects (2013, background): “In these connectionist models, lexical frequency is encoded in the strength of the connections between the different types of representations which are involved in recognizing and producing words (Seidenberg and McClelland, 1989; Plaut et al., 1996).”
On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, methodology): “(M. Coltheart et al., 1993, p. 590) The dual-route model unequivocally rejects the connectionist counterclaim (Plaut et al., 1996; Seidenberg & McClelland, 1989) that the human reading system contains a single processing procedure that correctly pronounces both nonwords and exception words.”
Morphological and semantic effects in visual word recognition: A time-course study (2000, background): “attractors in Plaut, McClelland, Seidenberg, and Patterson, 1996, pp. 82 ‐ 91, and also Davis, Marslen-Wilson, and Hare, 1996, for an equivalent demonstration in the context of ine ectional morphology).”
Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. (2004, background): “In some connectionist models of reading development, learning appears to be facilitated by using a phonemic representation of speech (Hulme, Quinlan, Bolt, & Snowling, 1995; Plaut et al., 1996).”
Is preschool language impairment a risk factor for dyslexia in adolescence? (2000, methodology): “According to a recent connectionist account, the process of reading depends on an interactive network of connections between orthographic, phonological, and semantic representations ( Plaut, McClelland, Seidenberg, & Patterson, 1996 ).”
Becoming syntactic. (2006, methodology): “This approach to learning and processing is present in many psychological models (e.g., Botvinick & Plaut, 2004; Gupta & Cohen, 2002; Plaut, McClelland, Seidenberg, & Patterson, 1996).”
Dual Route and Connectionist Models of Reading: An Overview. (2006, background): “This approach (see Plaut et al., 1996; Harm & Seidenberg, 1999, 2004) differs from the dual route approach in three fundamental ways, as follows.”
Are syllables phonological units in visual word recognition? (2004, methodology): “…the interactive-activation model (McClelland & Rumelhart, 1981), the Dual-Route Cascaded [DRC] model (e.g., Coltheart et al., 2001), or PDP models (Plaut et al., 1996; Seidenberg & McClelland, 1989) could account for the observed syllabic effects without explicitly adding a syllabic level of…”
The English Lexicon Project (2007, background): “The major computational models that have been developed by Coltheart et al. (2001), Plaut et al. (1996), and Seidenberg and McClelland (1989) have all exclusively dealt with monosyllabic words (but see Ans, Carbonnel, & Valdois, 1998, for an example of a multisyllabic computational model).”
Phonological activation in bilinguals: Evidence from interlingual homograph naming (2002, background): “The interlingual homographs would need to have a substantially higher frequency of occurrence in the nontarget language than in the target language to be comparable to the homographs with different pronunciations in von Studnitz and Green's (2002) experiment and to ensure that any null effects could”
A Dual-Route Approach to Orthographic Processing (2011, background): “…BIAM can be seen as a localist implementation of the generic division of labor or “triangle” approach to visual word recognition, in which there are two routes from orthography to semantics – a direct route and an indirect route via phonology (Seidenberg and McClelland, 1989; Plaut et al., 1996).”