A parallel distributed processing model of visual word recognition and pronunciation is described. The model consists of sets of orthographic and phonologlc ~ units and an interlevel of hidden units. Weights on connections between units were modified during a training phase using the back-propa-gation learning algorithm. The model simulates many aspects of human performance, including (a) differences bet~n~.'n words in terms of processing difficulty, (b) pronunciation of novel items, (c) differences between readers in terms of word recognition skill, (d) transitions from beginning to skilled reading, and (e) differences in performance on lexieal decision and naming tasks. The model's behavior early in the learning phase corresponds to that of children acquiring word recognition skills. Training with a smaller number of hidden units produces output characteristic of many dys-lexic readers. Naming is simulated without pronunciation rules, and lexical decisions are simulated without accessing word-level representations. The performance of the model is largely determined by three factors: the nature of the input, a significant fragment of written English; the learning rule, which encodes the implicit structure of the orthography in the weights on connections; and the architecture of the system, which influences the scope of what can be learned. The recognition and pronunciation of words is one of the cen-

We develop a connectionist approach to processing in quasi-regular domains, as exemplified by English word reading. A consideration of the shortcomings of a previous implementation (Seidenberg & McClelland, 1989, Psych. Rev.) in reading nonwords leads to the development of orthographic and phonological representations that capture better the relevant structure among the written and spoken forms of words. In a number of simulation experiments, networks using the new representations learn to read both regular and exception words, including low-frequency exception words, and yet are still able to read pronounceable nonwords as well as skilled readers. A mathematical analysis of the effects of word frequency and spelling-sound consistency in a related but simpler system serves to clarify the close relationship of these factors in influencing naming latencies. These insights are verified in subsequent simulations, including an attractor network that reproduces the naming latency data directly in its time to settle on a response. Further analyses of the network's ability to reproduce data on impaired reading in surface dyslexia support a view of the reading system that incorporates a graded division-of-labor between semantic and phonological processes. Such a view is consistent with the more general Seidenberg and McClelland framework and has some similarities with---but also important differences from---the standard dual-route account.

this article, in conjunction with those developed previously (Plaut et al., 1996; Seidenberg & McClelland, 1989), illustrate how connectionist computational principles---distributed representation, structure-sensitive learning, and interactivity---can provide insight into central empirical phenomena in normal and impaired lexical processing. Moreover, they make it clear that distinctions in the function of the lexical system---as manifest in the behaviour of experimental subjects--- need not re#ect corresponding distinctions in the structure of the system. Thus, networks exhibit word-frequency effects and word/nonword discrimination without word representations, and spelling --sound consistency effects without separate mechanisms for regular and exception items. In this way, gaining insight into the structure and function of the cognitive system by observing its normal and impaired behaviour ---the central goal of cognitive psychology and neuropsycho logy---may depend critically on developing theories and explicit simulations in the context of a speci#c computational framework that relates structure to function

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Pronunciation by analogy (PbA) is a data-driven method for relating letters to sound, with potential application to next-generation text-to-speech systems. This paper extends previous work on PbA in several directions. First, we have included `full' pattern matching between input letter string and dictionary entries, as well as including lexical stress in letter-to-phoneme conversion. Second, we have extended the method to phonemeto -letter conversion. Third, and most important, we have experimented with multiple, different strategies for scoring the candidate pronunciations. Individual scores for each strategy are obtained on the basis of rank and either multiplied or summed to produce a final, overall score. Five strategies have been studied and results obtained from all 31 possible combinations. The two combination methods perform comparably, with the product rule only very marginally superior to the sum rule. Nonparametric statistical analysis reveals that performance improves as more strategies are included in the combination: this trend is very highly significant ( p 0 0005). Accordingly for letter-to-phoneme conversion, best results are obtained when all five strategies are combined: word accuracy is raised to 65.5% relative to 61.7% for our best previous result and 63.0% for the best-performing single strategy. These improvements are very highly significant ( p 0 and p 0 00011 respectively). Similar results were found for phoneme-to-letter and letter-to-stress conversion, although the former was an easier problem for PbA than letter-to-phoneme conversion and the latter was harder. The main sources of error for the multi-strategy approach are very similar to those for the best single strategy, and mostly involve vowel letters and phonemes. 1

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 developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary -school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.

Connectionist modeling offers a useful computational framework for exploring the nature of normal and impaired cognitive processes. The current work extends the relevance of connectionist modeling in neuropsychology to address issues in cognitive rehabilitation: the degree and speed of recovery through retraining, the extent to which improvement on treated items generalizes to untreated items, and how treated items are selected to maximize this generalization. A network previously used to model impairments in mapping orthography to semantics is retrained after damage. The degree of relearning and generalization varies considerably for different lesion locations, and has interesting implications for understanding the nature and variability of recovery in patients. In a second simulation, retraining on words whose semantics are atypical of their category yields more generalization than retraining on more typical words, suggesting a counterintuitive strategy for selecting items in patient therapy to maximize recovery. In a final simulation, changes in the pattern of errors produced by the network over the course of recovery is used to constrain explanations of the nature of recovery of analogous brain-damaged patients. Taken together, the findings demonstrate that the nature of relearning in damaged connectionist networks can make important contributions to a theory of rehabilitation in patients.

Pronunciation by analogy (PbA) is an emerging, data-driven technique with potential application in text-to-speech (TTS) systems, as well as being an influential psychological model of reading aloud. The underlying idea is that a pronunciation for an unknown word (i.e. one not in the dictionary, or lexicon, of the human or machine `reader') is assembled by matching substrings of the input to substrings of known, lexical words, hypothesising a partial pronunciation for each matched substring from the lexical knowledge of the `reader', and concatenating the partial pronunciations. This paper assesses the capability of PbA to derive pronunciations for unknown words of English. As a psychological model, PbA is `underspecified', i.e. the implementor of a simulation of the process faces detailed choices which can only be resolved by trial and error. One goal for this paper is to explore the impact of certain basic implementational choices on the performance of PbA systems. The variables stud...

Coltheart and Rastle (1994) reported that the size of the regularity effect on word naming latency decreases across position of irregularity, implicating a serial process in reading aloud. In response to criticism by Plaut, McClelland, Seidenberg, and Patterson (1996), we replicate these results here using monosyllabic words which have been controlled for consistency at each of five orthographic segments. A successful simulation of these data by the DRC model (Coltheart, Curtis, Atkins, & Haller, 1993) is presented. These findings were used in a second experiment to produce a strategy effect in reading aloud. Subjects named nonword or regular word targets mixed with either first position irregular fillers or third position irregular fillers. Target naming was slowed when first position irregular fillers were present compared with target naming when third position irregular fillers were present. These data suggest that the use of the nonlexical route is not fixed; subjects can slow its ...

Response time (RT) distributions obtained from 3 word recognition experiments were analyzed by fitting an ex-Gaussian function to the empirical data to determine the main effects and interactive influences of word frequency, repetition, and lexicality on the nature of the underlying distributions. The ex-Gaussian analysis allows one to determine if a manipulation simply shifts the response time (RT) distribution, produces a skewing of the RT distribution, or both. In contrast to naming performance, the lexical decision results indicated that the main effects and interactions of word frequency, repetition, and lexicality primarily reflect increased skewing of the RT distributions, as opposed to simple shifts of the RT distributions. The implications of the results were interpreted within a hybrid 2-stage model of lexical decision performance. One of the most robust, and probably least surprising, empirical observations in the word recognition literature is that the frequency of exposure to a word modulates the ease with which that word is processed in the future. This phenomenon is reflected in both the word-frequency effect in which extant word-frequency counts (e.g., Kucera & Francis, 1967, norms) predict lexical decision and naming