12 found
Sort by:
  1. 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 (...)
    Direct download (7 more)  
     
    My bibliography  
     
    Export citation  
  2. 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.
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  3. 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.
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  4. Jonathan Grainger & Johannes C. Ziegler (2011). A Dual-Route Approach to Orthographic Processing. Frontiers in Psychology 2.
    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 hand to involve the detection of letter combinations that correspond to pre-existing sublexical phonological (...)
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  5. Johannes C. Ziegler (2008). Better to Lose the Anchor Than the Whole Ship. Trends in Cognitive Sciences 12 (7):244-245.
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  6. 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.
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  7. F. -X. Alario, Laetitia Perre, Caroline Castel & Johannes C. Ziegler (2007). The Role of Orthography in Speech Production Revisited. Cognition 102 (3):464-475.
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  8. Usha Goswami & Johannes C. Ziegler (2006). A Developmental Perspective on the Neural Code for Written Words. Trends in Cognitive Sciences 10 (4):142-143.
    Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  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.
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  10. Arnaud Rey, Johannes C. Ziegler & Arthur M. Jacobs (2000). Graphemes Are Perceptual Reading Units. Cognition 75 (1):B1-B12.
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  11. 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.
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  12. 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 (in Gardner 1994, p. 101).
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation