13 found
Order:
  1.  1
    Nested Incremental Modeling in the Development of Computational Theories: The CDP+ Model of Reading Aloud.Conrad Perry, Johannes C. Ziegler & Marco Zorzi - 2007 - Psychological Review 114 (2):273-315.
    Direct download  
     
    Export citation  
     
    My bibliography   14 citations  
  2.  7
    Developmental Dyslexia and the Dual Route Model of Reading: Simulating Individual Differences and Subtypes.Johannes C. Ziegler, Caroline Castel, Catherine Pech-Georgel, Florence George, F.-Xavier Alario & Conrad Perry - 2008 - Cognition 107 (1):151-178.
  3.  12
    Evidence for Multiple Routes in Learning to Read.Jonathan Grainger, Bernard Lété, Daisy Bertand, Stéphane Dufau & Johannes C. Ziegler - 2012 - Cognition 123 (2):280-292.
  4.  15
    A Developmental Perspective on the Neural Code for Written Words.Usha Goswami & Johannes C. Ziegler - 2006 - Trends in Cognitive Sciences 10 (4):142-143.
  5.  26
    Do Current Connectionist Learning Models Account for Reading Development in Different Languages?Florian Hutzler, Johannes C. Ziegler, Conrad Perry, Heinz Wimmer & Marco Zorzi - 2004 - Cognition 91 (3):273-296.
  6.  7
    The Role of Orthography in Speech Production Revisited.F. -X. Alario, Laetitia Perre, Caroline Castel & Johannes C. Ziegler - 2007 - Cognition 102 (3):464-475.
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography   5 citations  
  7.  29
    Better to Lose the Anchor Than the Whole Ship.Johannes C. Ziegler - 2008 - Trends in Cognitive Sciences 12 (7):244-245.
  8.  5
    Graphemes Are Perceptual Reading Units.Arnaud Rey, Johannes C. Ziegler & Arthur M. Jacobs - 2000 - Cognition 75 (1):B1-B12.
  9.  18
    A Vision of Reading.Jonathan Grainger, Stéphane Dufau & Johannes C. Ziegler - forthcoming - Trends in Cognitive Sciences.
  10.  30
    A Computational and Empirical Investigation of Graphemes in Reading.Conrad Perry, Johannes C. Ziegler & Marco Zorzi - 2013 - 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 (6 more)  
     
    Export citation  
     
    My bibliography  
  11.  15
    Emotions in Reading: Disgust, Empathy and the Contextual Learning Hypothesis.Catarina Silva, Marie Montant, Aurelie Ponz & Johannes C. Ziegler - 2012 - Cognition 125 (2):333-338.
  12.  4
    Feedback Consistency Effects.Johannes C. Ziegler & Guy C. Van Orden - 2000 - 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)  
     
    Export citation  
     
    My bibliography  
  13.  2
    Has Glenberg Forgotten His Nurse?Arthur M. Jacobs & Johannes C. Ziegler - 1997 - 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.
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography