Nested incremental modeling in the development of computational theories: the CDP+ model of reading aloud.

By Conrad Perry, Johannes C. Ziegler, Marco Zorzi. Psychology Review, 2007

681 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/a57b41c1ffe8dbcb37927ce229910f6a99b3b1d7

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Citations in the corpus

Reading normal and degraded words: Contribution of the dorsal and ventral visual pathways (2008, result): “Though Perry et al. (2007) do not simulate the types of word degradation used here, their model may account for our results by postulating an increased reliance on the sublexical route whenever words are too degraded to be processed by the lexical route.”
Cracking the orthographic code: An introduction (2008, methodology): “Following Perry et al. (2007) and Zorzi et al. (1998), we expect that the prelexical mapping of orthography-to-phonology is learned mainly via supervised learning.”
The spatial coding model of visual word identification. (2010, methodology): “Furthermore , the IA model has been used to provide the lexical route of dual-route models of reading aloud (Coltheart et al., 2001; C. Perry et al., 2007).”
Watching the Word Go by: On the Time-course of Component Processes in Visual Word Recognition (2009, methodology): “…graphemic code uses a standard beginning-to-end position coding as previously applied in dual-route models of reading aloud (Coltheart et al. 2001; Perry et al. 2007), whereas the coarse-grained code uses ordered pairs of contiguous and non-contiguous letters (open-bigrams: Grainger and van…”
Multisensory Spatial Attention Deficits Are Predictive of Phonological Decoding Skills in Developmental Dyslexia (2010, background): “Computational studies have clearly shown that phonological assembly relies on the efficient parsing into grapheme and phoneme units (Perry et al., 2007; Hutzler, Ziegler, Perry, Wimmer, & Zorzi, 2004).”
Visual word recognition of multisyllabic words (2009, methodology): “Although the interaction has been observed across different studies (see also Sears, Hino, & Lupker, 1995), it is interesting that this is one of the few effects that both the DRC (Coltheart et al., 2001) and the CDP+ (Perry et al., 2007) models have difficulty simulating.”
Influence of the visual attention span on child reading performance: A cross-sectional study (2009, background): “…key components involved in pseudo-word reading, namely graphemic parsing, is controlled by visual attentional processes (see Facoetti et al., 2006; Facoetti, Lorusso, Cattaneo, Galli, Molteni, & Zorzi, submitted, for a similar claim, and Perry et al., 2007, for a concurrent computational account).”
On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “…1989) but still enjoys virtual benchmark status in theorizing about skilled word recognition (M. Coltheart, 2005; M. Coltheart et al., 1993, 2001; Perry et al., 2007; Zorzi et al., 1998), reading development (e.g., Byrne, Freebody, & Gates, 1992; Jackson & Coltheart, 2001; Jorm & Share, 1983;…”
Beyond single syllables: large-scale modeling of reading aloud with the Connectionist Dual Process (CDP++) model. (2010, methodology): “Because CDP++ is built based on its direct precursor, we start with a short description of CDP+ (Perry et al., 2007).”
‘Fell’ primes ‘fall’, but does ‘bell’ prime ‘ball’? Masked priming with irregularly-inflected primes (2010, background): “, wept–WEEP; meant–MEAN; sold–SELL) were not predictable on an orthographic basis, and it is not clear how phonological regularity might influence the orthographic representations thought to be tapped in masked priming experiments (see Rastle and Brysbaert (2006), for a discussion of the magnitude o”