Mark S Seidenberg
Dados Biográficos
| ID | 747812 |
|---|---|
| NOME | Mark S Seidenberg |
| PRENOMES | Mark S |
| SOBRENOME | Seidenberg |
| ASSINATURA | SEIDENBERG M S |
| AFILIAÇÕES | University of Wisconsin–Madison |
| ORCID | 0000-0001-8519-3259 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 27 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1981 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Which Words Are Special? Identification of “Sight” Words in Educational Resources
Which words are important for early reading instruction? A standard view holds that certain words should be emphasized early in development because they are used with high frequency and/or contain atypical spelling‐sound structure. Such words have been labeled “sight,” “trick,” “snap,” or simply “high frequency” words; we refer to them as “special” words, which is intended to reflect their status as words that have been identified as being of par…
How you read affects what you gain
graders) rely on two sources of information during an oral word reading task - print-speech correspondences and semantic imageability - before and after a phonologically-weighted intervention. We show that children who relied more on print-speech regularities and less on imageability pre-intervention had better intervention gains. In parallel, children who over the course of the intervention exhibited greater increases in their reliance on print-…
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
Lost in Translation? Challenges in Connecting Reading Science and Educational Practice
Can the science of reading contribute to improving educational practices, allowing more students to become skilled readers? Much has been learned about the behavioral and brain bases of reading, how students learn to read, and factors that contribute to low literacy. The potential to use research findings to improve literacy outcomes is substantial but remains largely unrealized. The lack of improvement in literacy levels, especially among studen…
Toddlers Activate Lexical Semantic Knowledge in the Absence of Visual Referents
Language learners rapidly acquire extensive semantic knowledge, but the development of this knowledge is difficult to study, in part because it is difficult to assess young children's lexical semantic representations. In our studies, we solved this problem by investigating lexical semantic knowledge in 24‐month‐olds using the Head‐turn Preference Procedure. In Experiment 1, looking times to a repeating spoken word stimulus (e.g., kitty‐kitty‐kitt…
Semantic feature production norms for a large set of living and nonliving things
Computing the Meanings of Words in Reading
Are words read visually (by means of a direct mapping from orthography to semantics) or phonologically (by mapping from orthography to phonology to semantics)? The authors addressed this long-standing debate by examining how a large-scale computational model based on connectionist principles would solve the problem and comparing the model's performance to people's. In contrast to previous models, the present model uses an architecture in which me…
How Psychological Science Informs the Teaching of Reading
This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have …
Phonology, reading acquisition, and dyslexia
The development of reading skill and bases of developmental dyslexia were explored using connectionist models. Four issues were examined: the acquisition of phonological knowledge prior to reading, how this knowledge facilitates learning to read, phonological and nonphonological bases of dyslexia, and effects of literacy on phonological representation. Compared with simple feedforward networks, representing phonological knowledge in an attractor …
Development of dyslexic subgroups
Functional Bases of Phonological Universals
Proceedings of the Twenty-Fourth Annual Meeting of the Berkeley Linguistics Society: General Session and Parasession on Phonetics and Phonological Universals (1998)
Evaluating Behavioral and Neuroimaging Data on past Tense Processing
Jaeger, Lockwood, Kemmerer, Van Valin, Murphy, and Khalak 1996 ( Language 72.3) reported an experimental study that provided reaction time and PET neuroimaging data said to support Pinker's (1991) theory of inflectional morphology in which rule-governed forms and exceptions are processed by separate mechanisms. The results were also taken as evidence against connectionist accounts in which a single processing system generates both types of forms.…
Understanding normal and impaired word reading
A connectionist approach to processing in quasi-regular domains, as exemplified by English word reading, is developed. Networks using appropriately structured orthographic and phonological representations were trained to read both regular and exception words, and yet were also able to read pronounceable nonwords as well as skilled readers. A mathematical analysis of a simplified system clarifies the close relationship of word frequency and spelli…
The lexical nature of syntactic ambiguity resolution.
Ambiguity resolution is a central problem in language comprehension. Lexical and syntactic ambiguities are standardly assumed to involve different types of knowledge representations and be resolved by different mechanisms. An alternative account is provided in which both types of ambiguity derive from aspects of lexical representation and are resolved by the same processing mechanisms. Reinterpreting syntactic ambiguity resolution as a form of le…
Beyond Rules and Exceptions
A distributed, developmental model of word recognition and naming.
A parallel distributed processing model of visual word recognition and pronunciation is described. The model consists of sets of orthographic and phonological units and an interlevel of hidden units. Weights on connections between units were modified during a training phase using the back-propagation learning algorithm. The model simulates many aspects of human performance, including (a) differences between words in terms of processing difficulty…
Discourse context and sentence perception∗
Three experiments investigated the influence of a context sentence on the processing of a subsequent sentence. Experiments 1 and 2 demonstrated that clauses with pronoun subjects functioned as processing units only when preceded by a context sentence that established a referent for the pronoun. Experiment 3 suggested that listeners make inferences which link definite noun phrases to a preceding context as soon as the definite noun phrase is encou…
Lost in Translation? Challenges in Connecting Reading Science and Educational Practice
Can the science of reading contribute to improving educational practices, allowing more students to become skilled readers? Much has been learned about the behavioral and brain bases of reading, how students learn to read, and factors that contribute to low literacy. The potential to use research findings to improve literacy outcomes is substantial but remains largely unrealized. The lack of improvement in literacy levels, especially among studen…
Evaluating Behavioral and Neuroimaging Data on past Tense Processing
Jaeger, Lockwood, Kemmerer, Van Valin, Murphy, and Khalak 1996 ( Language 72.3) reported an experimental study that provided reaction time and PET neuroimaging data said to support Pinker's (1991) theory of inflectional morphology in which rule-governed forms and exceptions are processed by separate mechanisms. The results were also taken as evidence against connectionist accounts in which a single processing system generates both types of forms.…
Discourse context and sentence perception∗
Three experiments investigated the influence of a context sentence on the processing of a subsequent sentence. Experiments 1 and 2 demonstrated that clauses with pronoun subjects functioned as processing units only when preceded by a context sentence that established a referent for the pronoun. Experiment 3 suggested that listeners make inferences which link definite noun phrases to a preceding context as soon as the definite noun phrase is encou…
Discourse context and sentence perception∗
Three experiments investigated the influence of a context sentence on the processing of a subsequent sentence. Experiments 1 and 2 demonstrated that clauses with pronoun subjects functioned as processing units only when preceded by a context sentence that established a referent for the pronoun. Experiment 3 suggested that listeners make inferences which link definite noun phrases to a preceding context as soon as the definite noun phrase is encou…
A distributed, developmental model of word recognition and naming.
A parallel distributed processing model of visual word recognition and pronunciation is described. The model consists of sets of orthographic and phonological units and an interlevel of hidden units. Weights on connections between units were modified during a training phase using the back-propagation learning algorithm. The model simulates many aspects of human performance, including (a) differences between words in terms of processing difficulty…
The lexical nature of syntactic ambiguity resolution.
Ambiguity resolution is a central problem in language comprehension. Lexical and syntactic ambiguities are standardly assumed to involve different types of knowledge representations and be resolved by different mechanisms. An alternative account is provided in which both types of ambiguity derive from aspects of lexical representation and are resolved by the same processing mechanisms. Reinterpreting syntactic ambiguity resolution as a form of le…
Beyond Rules and Exceptions
Understanding normal and impaired word reading
A connectionist approach to processing in quasi-regular domains, as exemplified by English word reading, is developed. Networks using appropriately structured orthographic and phonological representations were trained to read both regular and exception words, and yet were also able to read pronounceable nonwords as well as skilled readers. A mathematical analysis of a simplified system clarifies the close relationship of word frequency and spelli…
Functional Bases of Phonological Universals
Proceedings of the Twenty-Fourth Annual Meeting of the Berkeley Linguistics Society: General Session and Parasession on Phonetics and Phonological Universals (1998)
Evaluating Behavioral and Neuroimaging Data on past Tense Processing
Jaeger, Lockwood, Kemmerer, Van Valin, Murphy, and Khalak 1996 ( Language 72.3) reported an experimental study that provided reaction time and PET neuroimaging data said to support Pinker's (1991) theory of inflectional morphology in which rule-governed forms and exceptions are processed by separate mechanisms. The results were also taken as evidence against connectionist accounts in which a single processing system generates both types of forms.…
Phonology, reading acquisition, and dyslexia
The development of reading skill and bases of developmental dyslexia were explored using connectionist models. Four issues were examined: the acquisition of phonological knowledge prior to reading, how this knowledge facilitates learning to read, phonological and nonphonological bases of dyslexia, and effects of literacy on phonological representation. Compared with simple feedforward networks, representing phonological knowledge in an attractor …
Development of dyslexic subgroups
How Psychological Science Informs the Teaching of Reading
This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have …
Computing the Meanings of Words in Reading
Are words read visually (by means of a direct mapping from orthography to semantics) or phonologically (by mapping from orthography to phonology to semantics)? The authors addressed this long-standing debate by examining how a large-scale computational model based on connectionist principles would solve the problem and comparing the model's performance to people's. In contrast to previous models, the present model uses an architecture in which me…
Semantic feature production norms for a large set of living and nonliving things
Toddlers Activate Lexical Semantic Knowledge in the Absence of Visual Referents
Language learners rapidly acquire extensive semantic knowledge, but the development of this knowledge is difficult to study, in part because it is difficult to assess young children's lexical semantic representations. In our studies, we solved this problem by investigating lexical semantic knowledge in 24‐month‐olds using the Head‐turn Preference Procedure. In Experiment 1, looking times to a repeating spoken word stimulus (e.g., kitty‐kitty‐kitt…
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
Lost in Translation? Challenges in Connecting Reading Science and Educational Practice
Can the science of reading contribute to improving educational practices, allowing more students to become skilled readers? Much has been learned about the behavioral and brain bases of reading, how students learn to read, and factors that contribute to low literacy. The potential to use research findings to improve literacy outcomes is substantial but remains largely unrealized. The lack of improvement in literacy levels, especially among studen…
How you read affects what you gain
graders) rely on two sources of information during an oral word reading task - print-speech correspondences and semantic imageability - before and after a phonologically-weighted intervention. We show that children who relied more on print-speech regularities and less on imageability pre-intervention had better intervention gains. In parallel, children who over the course of the intervention exhibited greater increases in their reliance on print-…
Which Words Are Special? Identification of “Sight” Words in Educational Resources
Which words are important for early reading instruction? A standard view holds that certain words should be emphasized early in development because they are used with high frequency and/or contain atypical spelling‐sound structure. Such words have been labeled “sight,” “trick,” “snap,” or simply “high frequency” words; we refer to them as “special” words, which is intended to reflect their status as words that have been identified as being of par…
Linguistics (14 obras) · Psychology (13 obras) · Reading and Literacy Development (13 obras) · Computer Science (12 obras) · Cognitive psychology (9 obras) · Natural language processing (9 obras) · Reading (process) (8 obras) · Artificial Intelligence (6 obras) · Cognition (6 obras) · Connectionism (6 obras)