Johannes C Ziegler
Biographic Data
| ID | 1662989 |
|---|---|
| NAME | Johannes C Ziegler |
| GIVEN NAMES | Johannes C |
| FAMILY NAME | Ziegler |
| SIGNATURE | ZIEGLER J C |
| AFFILIATIONS | Centre National de la Recherche Scientifique |
| ORCID | 0000-0002-2061-5729 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 112 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The impact of social interaction on abstract concepts
Social interaction is argued to play a crucial role for grounding abstract knowledge, yet empirical evidence is scarce. To investigate whether social interaction affects the processing of abstract words, 60 French speakers semantically categorized the degree of socialness and concreteness of words either individually or in dyads. When judging the socialness of words, dyads showed a processing advantage for abstract social words that was absent in…
Beyond phonemic awareness: The alphabetic principle predicts reading acquisition in a nationwide longitudinal study
Phoneme awareness (PA) is undoubtably the most important and well-studied predictor of reading development. Yet, 20 years ago, Castles and Coltheart made the provocative claim that there was no convincing evidence for the causal role of PA in learning-to-read because previous studies typically failed to control for pre-reading skills. In the present study, we leveraged a unique opportunity to analyze data from a large-scale longitudinal investiga…
Back on track: Remediating developmental dyslexia with a home-based multi-component program
Print exposure and reading development in the French educational context: A systematic review
Understanding the complexity of computational models through optimization and sloppy parameter analyses: The case of the Connectionist Dual-Process Model
A major strength of computational cognitive models is their capacity to accurately predict empirical data. However, challenges in understanding how complex models work and the risk of overfitting have often been addressed by trading off predictive accuracy with model simplification. Here, we introduce state-of-the-art model analysis techniques to show how a large number of parameters in a cognitive model can be reduced into a smaller set that is …
Online activation of L1 Danish orthography enhances spoken word recognition of Swedish
It has been reported that speakers of Danish understand more Swedish than vice versa. One reason for this asymmetry might be that spoken Swedish is closer to written Danish than vice versa. We hypothesise that literate speakers of Danish use their orthographic knowledge of Danish to decode spoken Swedish. To test this hypothesis, first-language (L1) Danish speakers were confronted with spoken Swedish in a translation task. Event-related brain pot…
Using Virtual Reality to Assess Reading Fluency in Children
Here we provide a proof-of-concept for the use of virtual reality (VR) goggles to assess reading behavior in beginning readers. Children performed a VR version of a lexical decision task that allowed us to record eye-movements. External validity was assessed by comparing the VR measures (lexical decision RT and accuracy, gaze durations and refixation probabilities) to a gold standard reading fluency test—the One-Minute Reading test. We found that…
Phonological skills, visual attention span, and visual stress in developmental dyslexia
In this study, we concurrently investigated 3 possible causes of dyslexia-a phonological deficit, visual stress, and a reduced visual attention span-in a large population of 164 dyslexic and 118 control French children, aged between 8 and 13 years old. We found that most dyslexic children showed a phonological deficit, either in terms of response accuracy (92.1% of the sample), speed (84.8%), or both (79.3%). Deficits in visual attention span, as…
Visual Word Recognition, Neurocognitive Psychology of
Orthographic and phonological contributions to reading development: Tracking developmental trajectories using masked priming
The present study used a variant of masked priming to track the development of 2 marker effects of orthographic and phonological processing from Grade 1 through Grade 5 in a cross-sectional study. Pseudohomophone (PsH) priming served as a marker for phonological processing, whereas transposed-letter (TL) priming was a marker for coarse-grained orthographic processing. The results revealed a clear developmental picture. First, the PsH priming effe…
Predictors of developmental dyslexia in European orthographies with varying complexity
BACKGROUND: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. METHODS: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of ortho…
A Dual-Route Approach to Orthographic Processing
In the present theoretical note we examine how different learning constraints, thought to be involved in optimizing the mapping of print to meaning during reading acquisition, might shape the nature of the orthographic code involved in skilled reading. On the one hand, optimization is hypothesized to involve selecting combinations of letters that are the most informative with respect to word identity (diagnosticity constraint), and on the other h…
Orthographic Depth and Its Impact on Universal Predictors of Reading: A Cross-Language Investigation
Alphabetic orthographies differ in the transparency of their letter-sound mappings, with English orthography being less transparent than other alphabetic scripts. The outlier status of English has led scientists to question the generality of findings based on English-language studies. We investigated the role of phonological awareness, memory, vocabulary, rapid naming, and nonverbal intelligence in reading performance across five languages lying …
Speech‐perception‐in‐noise deficits in dyslexia
Speech perception deficits in developmental dyslexia were investigated in quiet and various noise conditions. Dyslexics exhibited clear speech perception deficits in noise but not in silence. Place-of-articulation was more affected than voicing or manner-of-articulation. Speech-perception-in-noise deficits persisted when performance of dyslexics was compared to that of much younger children matched on reading age, underscoring the fundamental nat…
Nested incremental modeling in the development of computational theories: The CDP+ model of reading aloud.
At least 3 different types of computational model have been shown to account for various facets of both normal and impaired single word reading: (a) the connectionist triangle model, (b) the dual-route cascaded model, and (c) the connectionist dual process model. Major strengths and weaknesses of these models are identified. In the spirit of nested incremental modeling, a new connectionist dual process model (the CDP+ model) is presented. This mo…
Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory
The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across …
Developmental dyslexia in different languages: Language-specific or universal?
DRC: A dual route cascaded model of visual word recognition and reading aloud.
This article describes the Dual Route Cascaded (DRC) model, a computational model of visual word recognition and reading aloud. The DRC is a computational realization of the dual-route theory of reading, and is the only computational model of reading that can perform the 2 tasks most commonly used to study reading: lexical decision and reading aloud. For both tasks, the authors show that a wide variety of variables that influence human latencies …
Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory
The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across …
Orthographic and phonological contributions to reading development: Tracking developmental trajectories using masked priming
The present study used a variant of masked priming to track the development of 2 marker effects of orthographic and phonological processing from Grade 1 through Grade 5 in a cross-sectional study. Pseudohomophone (PsH) priming served as a marker for phonological processing, whereas transposed-letter (TL) priming was a marker for coarse-grained orthographic processing. The results revealed a clear developmental picture. First, the PsH priming effe…
Phonological skills, visual attention span, and visual stress in developmental dyslexia
In this study, we concurrently investigated 3 possible causes of dyslexia-a phonological deficit, visual stress, and a reduced visual attention span-in a large population of 164 dyslexic and 118 control French children, aged between 8 and 13 years old. We found that most dyslexic children showed a phonological deficit, either in terms of response accuracy (92.1% of the sample), speed (84.8%), or both (79.3%). Deficits in visual attention span, as…
DRC: A dual route cascaded model of visual word recognition and reading aloud.
This article describes the Dual Route Cascaded (DRC) model, a computational model of visual word recognition and reading aloud. The DRC is a computational realization of the dual-route theory of reading, and is the only computational model of reading that can perform the 2 tasks most commonly used to study reading: lexical decision and reading aloud. For both tasks, the authors show that a wide variety of variables that influence human latencies …
Developmental dyslexia in different languages: Language-specific or universal?
Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory
The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across …
Nested incremental modeling in the development of computational theories: The CDP+ model of reading aloud.
At least 3 different types of computational model have been shown to account for various facets of both normal and impaired single word reading: (a) the connectionist triangle model, (b) the dual-route cascaded model, and (c) the connectionist dual process model. Major strengths and weaknesses of these models are identified. In the spirit of nested incremental modeling, a new connectionist dual process model (the CDP+ model) is presented. This mo…
Speech‐perception‐in‐noise deficits in dyslexia
Speech perception deficits in developmental dyslexia were investigated in quiet and various noise conditions. Dyslexics exhibited clear speech perception deficits in noise but not in silence. Place-of-articulation was more affected than voicing or manner-of-articulation. Speech-perception-in-noise deficits persisted when performance of dyslexics was compared to that of much younger children matched on reading age, underscoring the fundamental nat…
Orthographic Depth and Its Impact on Universal Predictors of Reading: A Cross-Language Investigation
Alphabetic orthographies differ in the transparency of their letter-sound mappings, with English orthography being less transparent than other alphabetic scripts. The outlier status of English has led scientists to question the generality of findings based on English-language studies. We investigated the role of phonological awareness, memory, vocabulary, rapid naming, and nonverbal intelligence in reading performance across five languages lying …
A Dual-Route Approach to Orthographic Processing
In the present theoretical note we examine how different learning constraints, thought to be involved in optimizing the mapping of print to meaning during reading acquisition, might shape the nature of the orthographic code involved in skilled reading. On the one hand, optimization is hypothesized to involve selecting combinations of letters that are the most informative with respect to word identity (diagnosticity constraint), and on the other h…
Predictors of developmental dyslexia in European orthographies with varying complexity
BACKGROUND: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. METHODS: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of ortho…
Orthographic and phonological contributions to reading development: Tracking developmental trajectories using masked priming
The present study used a variant of masked priming to track the development of 2 marker effects of orthographic and phonological processing from Grade 1 through Grade 5 in a cross-sectional study. Pseudohomophone (PsH) priming served as a marker for phonological processing, whereas transposed-letter (TL) priming was a marker for coarse-grained orthographic processing. The results revealed a clear developmental picture. First, the PsH priming effe…
Visual Word Recognition, Neurocognitive Psychology of
Phonological skills, visual attention span, and visual stress in developmental dyslexia
In this study, we concurrently investigated 3 possible causes of dyslexia-a phonological deficit, visual stress, and a reduced visual attention span-in a large population of 164 dyslexic and 118 control French children, aged between 8 and 13 years old. We found that most dyslexic children showed a phonological deficit, either in terms of response accuracy (92.1% of the sample), speed (84.8%), or both (79.3%). Deficits in visual attention span, as…
Using Virtual Reality to Assess Reading Fluency in Children
Here we provide a proof-of-concept for the use of virtual reality (VR) goggles to assess reading behavior in beginning readers. Children performed a VR version of a lexical decision task that allowed us to record eye-movements. External validity was assessed by comparing the VR measures (lexical decision RT and accuracy, gaze durations and refixation probabilities) to a gold standard reading fluency test—the One-Minute Reading test. We found that…
Online activation of L1 Danish orthography enhances spoken word recognition of Swedish
It has been reported that speakers of Danish understand more Swedish than vice versa. One reason for this asymmetry might be that spoken Swedish is closer to written Danish than vice versa. We hypothesise that literate speakers of Danish use their orthographic knowledge of Danish to decode spoken Swedish. To test this hypothesis, first-language (L1) Danish speakers were confronted with spoken Swedish in a translation task. Event-related brain pot…
Understanding the complexity of computational models through optimization and sloppy parameter analyses: The case of the Connectionist Dual-Process Model
A major strength of computational cognitive models is their capacity to accurately predict empirical data. However, challenges in understanding how complex models work and the risk of overfitting have often been addressed by trading off predictive accuracy with model simplification. Here, we introduce state-of-the-art model analysis techniques to show how a large number of parameters in a cognitive model can be reduced into a smaller set that is …
Print exposure and reading development in the French educational context: A systematic review
The impact of social interaction on abstract concepts
Social interaction is argued to play a crucial role for grounding abstract knowledge, yet empirical evidence is scarce. To investigate whether social interaction affects the processing of abstract words, 60 French speakers semantically categorized the degree of socialness and concreteness of words either individually or in dyads. When judging the socialness of words, dyads showed a processing advantage for abstract social words that was absent in…
Beyond phonemic awareness: The alphabetic principle predicts reading acquisition in a nationwide longitudinal study
Phoneme awareness (PA) is undoubtably the most important and well-studied predictor of reading development. Yet, 20 years ago, Castles and Coltheart made the provocative claim that there was no convincing evidence for the causal role of PA in learning-to-read because previous studies typically failed to control for pre-reading skills. In the present study, we leveraged a unique opportunity to analyze data from a large-scale longitudinal investiga…
Back on track: Remediating developmental dyslexia with a home-based multi-component program
Reading and Literacy Development (15 works) · Linguistics (13 works) · Psychology (13 works) · Cognitive psychology (9 works) · Computer Science (9 works) · Cognition (7 works) · Neurobiology of Language and Bilingualism (7 works) · Dyslexia (6 works) · Orthography (6 works) · Reading (process) (6 works)