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A child with developmental dyslexia or an adult with a reading
disorder following brain damage might read the word shoe as 'show',
why does this happen? Most current information processing models of
reading distinguish between two alternative procedures for the
pronunciation of a printed word. The difference between these
concerns the level at which orthography is translated to phonology
in one, the word-level procedure, a word is read aloud with
reference to knowledge specific to that whole word. In the other,
the sub-word-level procedure, a printed word is pronounced with
reference to knowledge about smaller segments which occur in many
different words. Both procedures contribute to normal skilled
reading and its acquisition. But if one of the procedures is
disrupted, then oral reading will be forced to rely on the
alternative routine. Surface dyslexia is a general label for any
disorder of reading which results from inadequate functioning of
the word-level procedure and in consequence abnormal reliance on
sub-word level translation from orthography to phonology.
Originally published in 1985, this book provides new evidence about
the diverse manifestations of surface dyslexia in adult
neurological patients and in children with developmental disorders
of reading. The data are drawn from speakers of a range of
languages with distinct orthographies. Process models for the
pronunciation of print are elaborated, and an appendix gives
neurological information on the patients reported.
A child with developmental dyslexia or an adult with a reading
disorder following brain damage might read the word shoe as 'show',
why does this happen? Most current information processing models of
reading distinguish between two alternative procedures for the
pronunciation of a printed word. The difference between these
concerns the level at which orthography is translated to phonology
in one, the word-level procedure, a word is read aloud with
reference to knowledge specific to that whole word. In the other,
the sub-word-level procedure, a printed word is pronounced with
reference to knowledge about smaller segments which occur in many
different words. Both procedures contribute to normal skilled
reading and its acquisition. But if one of the procedures is
disrupted, then oral reading will be forced to rely on the
alternative routine. Surface dyslexia is a general label for any
disorder of reading which results from inadequate functioning of
the word-level procedure and in consequence abnormal reliance on
sub-word level translation from orthography to phonology.
Originally published in 1985, this book provides new evidence about
the diverse manifestations of surface dyslexia in adult
neurological patients and in children with developmental disorders
of reading. The data are drawn from speakers of a range of
languages with distinct orthographies. Process models for the
pronunciation of print are elaborated, and an appendix gives
neurological information on the patients reported.
P. Marler* and H. S. Terrace** *The Rockefeller University Field
Research Center Millbrook, NY 12545 **Dept. of Psychology, Columbia
University New York, NY 10027, USA For the first half of this
century, theories of animal conditioning were regarded as the most
promising approach to the study of learning - both animal and
human. For a variety of reasons, disillusionment with this point of
view has become widespread during recent years. One prominent
source of disenchantment with conditioning theory is a large body
of ethological observations of both learned and unlearned natural
behavior. These challenge the generality of principles of animal
learning as derived from the intensive study of a few species in
specialized laboratory situations. From another direction, the
complexities of human language acquisition, surely the most
impressive of learned achievements, have prompted developmental
psychologists to doubt the relevance of principles of animal
learning. Even within the realm of traditional studies of animal
learning, it has become apparent that no single set of currently
available principles can cope with the myriad of new empirical
findings. These are emerging at an accelerating rate from studies
of such phenomena as selective attention and learning, conditioned
food aversion, complex problem solving behavior, and the nature of
reinforcement. Not very surprisingly, as a reaction against the
long-held but essentially unrealized promise of general theories of
learning, many psychologists have asked an obvious question: does
learning theory have a future? 2 r. Marler and B. S."
The area of concern to Dr. Wietske Noordman~Vonk has been variously
seen as an aspect of long-term memory [F. I], secondary memory [F.
2], memory without record [F. 3], and semantic memory [F. 4J, the
latter term being the one pre ferred by Dr. Noordman-Vonk herself.
This proliferation of terminology is not an entirely trivial
matter, for although the expressions clearly overlap in range, they
do draw attention to different features of the phenomena under
consideration. The work reported here is concerned with the form of
representation and manipulation of our knowledge that, for example,
a dog is an animal, or that mothers and daughters are parents and
children. To put it more generally, the experiments attempt to
elucidate the psychological processes involved in the~emantics of
class-inclusion and, most importantly, to extend the explanatory
principles there invoked to a new domain, that of kinship
relations. Clearly, the connections between "ant" and "insect", or
"flower" and "plant" have been known to us - as adults - for some
considerable period of time; in the absence of brain injury or
degeneration we are unlikely to "forget" that fathers and sons are
kin of the same sex. We may therefor- pretheoretically -
distinguish between retrieval of such knowledge and. re trieval of
a rapidly fading sequence of random numbers that we are asked to
recall after a single presentation. It is in this sense that the
current work is concerned with long-term and not short-term memory.
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