12 found
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  1.  3
    Johannes C. Ziegler, Caroline Castel, Catherine Pech-Georgel, Florence George, F.-Xavier Alario & Conrad Perry (2008). Developmental Dyslexia and the Dual Route Model of Reading: Simulating Individual Differences and Subtypes. Cognition 107 (1):151-178.
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  2.  4
    Jonathan Grainger, Bernard Lété, Daisy Bertand, Stéphane Dufau & Johannes C. Ziegler (2012). Evidence for Multiple Routes in Learning to Read. Cognition 123 (2):280-292.
  3.  2
    Usha Goswami & Johannes C. Ziegler (2006). A Developmental Perspective on the Neural Code for Written Words. Trends in Cognitive Sciences 10 (4):142-143.
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  4.  5
    F. -X. Alario, Laetitia Perre, Caroline Castel & Johannes C. Ziegler (2007). The Role of Orthography in Speech Production Revisited. Cognition 102 (3):464-475.
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  5.  9
    Florian Hutzler, Johannes C. Ziegler, Conrad Perry, Heinz Wimmer & Marco Zorzi (2004). Do Current Connectionist Learning Models Account for Reading Development in Different Languages? Cognition 91 (3):273-296.
  6.  4
    Johannes C. Ziegler (2008). Better to Lose the Anchor Than the Whole Ship. Trends in Cognitive Sciences 12 (7):244-245.
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  7.  8
    Catarina Silva, Marie Montant, Aurelie Ponz & Johannes C. Ziegler (2012). Emotions in Reading: Disgust, Empathy and the Contextual Learning Hypothesis. Cognition 125 (2):333-338.
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  8.  1
    Jonathan Grainger, Stéphane Dufau & Johannes C. Ziegler (forthcoming). A Vision of Reading. Trends in Cognitive Sciences.
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  9.  1
    Arnaud Rey, Johannes C. Ziegler & Arthur M. Jacobs (2000). Graphemes Are Perceptual Reading Units. Cognition 75 (1):B1-B12.
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  10.  18
    Conrad Perry, Johannes C. Ziegler & Marco Zorzi (2013). A Computational and Empirical Investigation of Graphemes in Reading. Cognitive Science 37 (5):800-828.
    It is often assumed that graphemes are a crucial level of orthographic representation above letters. Current connectionist models of reading, however, do not address how the mapping from letters to graphemes is learned. One major challenge for computational modeling is therefore developing a model that learns this mapping and can assign the graphemes to linguistically meaningful categories such as the onset, vowel, and coda of a syllable. Here, we present a model that learns to do this in English for strings (...)
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  11.  4
    Johannes C. Ziegler & Guy C. Van Orden (2000). Feedback Consistency Effects. Behavioral and Brain Sciences 23 (3):351-352.
    Models are not adequately evaluated simply by whether they capture the data, after the fact. Other criteria are needed. One criterion is parsimony; but utility and generality are at least as important. Even with respect to parsimony, however, the case against feedback is not as straightforward as Norris et al. present it. We use feedback consistency effects to illustrate these points.
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  12.  2
    Arthur M. Jacobs & Johannes C. Ziegler (1997). Has Glenberg Forgotten His Nurse? Behavioral and Brain Sciences 20 (1):26-27.
    Glenberg's conception of “meaning from and for action” is too narrow. For example, it provides no satisfactory account of the “logic of Elfland,” a metaphor used by Chesterton to refer to meaning acquired by being told something. All that we call spirit and art and ecstasy only means that for one awful instant we remember that we forget. G. K. Chesterton.
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