A Connectionist Modeling Approach to Word Recognition and Dyslexia

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Abstract
Word recognition plays an essential role in learning to read, skilled reading, and dyslexia. The goal of the research I describe is to develop a theory of word recognition that is realized as a connectionist simulation model. Experience with a first-generation model suggests that the approach can reveal general principles underlying word recognition and its impairments. Although computational modeling introduces new problems of method and interpretation, it contributes in an essential way to understanding reading and other aspects of cognition.