1. ETT2 2007-06-12 pp.315-317 Time: Tuesday 10:40-12:10 Room: 8-309 Instructor: Mafuyu Kitahara Material: Balota D. A. (1994) “Visual word recognition” in M. A. Gernsbacher (ed.) Handbook of Psycholinguistics, pp. 303-358, San Diego: Academic Press.

2. If not rules, then what? Dual route model (Coltheart, 1978): Assembled route = assemble parts by rules Direct route = get whole-word directly Balance between the two may differ A:D = 10:0 in Serbo-Croatian A:D = 8:2 in Japanese(?) A:D = 5:5 in English(?) A:D = 3:7 in Hebrew(?) Orthographic depth = transparency between the spelling-to-sound correspondence

3. Dual route Why dual? Assembled route necessary for non-words Activation synthesis approach analogies from similar words is enough: no need for assembled route <-- dyslexia: counter example Surface dyslexia Regularize irregular words: impaired direct route “broad” [brO:d] as [broud] cf. road [roud], rode [roud] Deep dyslexia Can't pronounce nonwords: impaired assembled route

4. Single route? Seidenberg & McClelland (1989): 2 nd generation Connectionist model Local --> distributed representation No “word”, but “#wo”, “wor”, “ord”, “rd#” Pre-specified --> Learning from scratch