Accessibility navigation


Does the PMSP connectionist model of single word reading learn to read in the same way as a child?

Powell, D., Plaut, D. and Funnell, E. (2006) Does the PMSP connectionist model of single word reading learn to read in the same way as a child? Journal of Research in Reading, 29 (2). pp. 229-250. ISSN 0141-0423

Full text not archived in this repository.

It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing.

To link to this item DOI: 10.1111/j.1467-9817.2006.00300.x

Abstract/Summary

The Plaut, McClelland, Seidenberg and Patterson (1996) connectionist model of reading was evaluated at two points early in its training against reading data collected from British children on two occasions during their first year of literacy instruction. First, the network’s non-word reading was poor relative to word reading when compared with the children. Second, the network made more non-lexical than lexical errors, the opposite pattern to the children. Three adaptations were made to the training of the network to bring it closer to the learning environment of a child: an incremental training regime was adopted; the network was trained on grapheme– phoneme correspondences; and a training corpus based on words found in children’s early reading materials was used. The modifications caused a sharp improvement in non-word reading, relative to word reading, resulting in a near perfect match to the children’s data on this measure. The modified network, however, continued to make predominantly non-lexical errors, although evidence from a small-scale implementation of the full triangle framework suggests that this limitation stems from the lack of a semantic pathway. Taken together, these results suggest that, when properly trained, connectionist models of word reading can offer insights into key aspects of reading development in children.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
ID Code:36270
Publisher:Wiley

University Staff: Request a correction | Centaur Editors: Update this record

Page navigation