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Connectionism, Reading and the Limits of Cognition

Skoyles, Dr. John R. (1993) Connectionism, Reading and the Limits of Cognition. [Journal (On-line/Unpaginated)]

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Abstract

You read these written words without using your knowledge of how they sound. A children's ability to do this predicts their success in learning to read. Connectionist (PDP) models of cognitive processes using networks can explain why this is so. Connectionism successfully simulates "nonphonetic" reading skills. Networks, however, learn by error-correction feedback -- but where does the learner-reader get this feedback? I suggest that it is from the phonetic identification of words. This conjecture might help explain (1) the pattern of reading development in children and (2) dyslexia as well as (3) raising questions for research aimed at making learning to read easier. In addition, I suggest that error-correction feedback may have an important and general role as a "bottle-neck" in the development of cognition.

Item Type:Journal (On-line/Unpaginated)
Additional Information:Commentary target article
Keywords:dyslexia, connectionism, development, error correction, reading
Subjects:Linguistics > Computational Linguistics
Neuroscience > Neurolinguistics
Neuroscience > Computational Neuroscience
Neuroscience > Neural Modelling
Psychology > Developmental Psychology
Computer Science > Neural Nets
Linguistics > Learnability
ID Code:6231
Deposited By:Skoyles, Dr. John R.
Deposited On:16 Oct 2008 14:46
Last Modified:16 Oct 2008 14:46

References in Article

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Bradley, L., & Bryant, P. E. (1983). Categorisation of sounds and learning to read: A causal connection. Nature 301: 419-421.

Campbell, R. & Butterworth, B. (1985). Phonological dyslexia and dysgraphia in a highly literate subject: A development case with associated deficits of phonemic processing and awareness, Quarterly Journal of Experiment Psychology 37A: 435 - 475.

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Skoyles, J. R. (1988). Training the brain using neural-network models. Nature 333: 401.

Snowling, M. (1987). Dyslexia: A cognitive developmental perspective. Oxford: Basil Blackwell.

Stanovitch, K. E., Cunningham, A. F., & Feeman, D. J. (1984). Intelligence, cognitive skills and early reading progress. Reading Research Quarterly 19: 278-303.

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