title: Word identification in reading and the promise of subsymbolic psycholinguistics.
abstract: The vast literature concerning printed word identification either contradicts or provides ambiguous support for each of the central hypotheses of dual-process theory, the most widely accepted theory of printed word identification. In contrast, clear, positive support exists for an alternative subsymbolic approach that includes a central role for the process of phonologic coding. This subsymbolic account is developed around a covariant learning hypothesis, derived from a design principle common to current learning algorithms within the subsymbolic paradigm. Where this hypothesis applies, and it may apply broadly, it predicts a common empirical profile of development.
authors: Department of Psychology, Arizona State University, Tempe 85287.
authors: G C
authors: GC
authors: Van Orden
authors: B F
authors: BF
authors: Pennington
authors: G O
authors: GO
authors: Stone
mesh_terms: D000465:Algorithms; D006801:Humans; D011939:Mental Recall; D010700:Phonetics; D011578:Psycholinguistics; D011932:Reading; D012660:Semantics; D014706:Verbal Learning