The Science of Reading. Группа авторов

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СКАЧАТЬ M. W., & Seidenberg, M. S. (2004). Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 111(3), 662–720. doi: 10.1037/0033‐295X.111.3.662.

      33 Hoffman, P., Ralph, M. A. L., & Woollams, A. M. (2015). Triangulation of the neurocomputational architecture underpinning reading aloud. Proceedings of the National Academy of Sciences, 112(28), E3719–E3728. doi: 10.1073/pnas.1502032112.

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      36 Lelonkiewicz, J. R., Ktori, M., & Crepaldi, D. (2020). Morphemes as letter chunks: Discovering affixes through visual regularities. Journal of Memory and Language, 115, 104152. doi: 10.1016/j.jml.2020.104152.

      37 Lewis, G., Solomyak, O., & Marantz, A. (2011). The neural basis of obligatory decomposition of suffixed words. Brain and Language, 118(3), 118–127. doi: 10.1016/j.bandl.2011.04.004.

      38 Longtin, C. M., & Meunier, F. (2005). Morphological decomposition in early visual word processing. Journal of Memory and Language, 53(1), 26–41. doi: 10.1016/j.jml.2005.02.008.

      39 Longtin, C. M., Segui, J., & Hallé, P. A. (2003). Morphological priming without morphological relationship. Language and Cognitive Processes, 18(3), 313–334. doi: 10.1080/01690960244000036.

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      41 Marelli, M., & Baroni, M. (2015). Affixation in semantic space: Modeling morpheme meanings with compositional distributional semantics. Psychological Review, 122(3), 485–515. doi: 10.1037/a0039267.

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      43 McCandliss, B. D., Cohen, L., & Dehaene, S. (2003). The visual word form area: Expertise for reading in the fusiform gyrus. Trends in Cognitive Sciences, 7(7), 293–299. doi: 10.1016/S1364‐6613(03)00134‐7.

      44 McCormick, S. F., Rastle, K., & Davis, M. H. (2008). Is there a “fete” in “fetish”? Effects of orthographic opacity on morpho‐orthographic segmentation in visual word recognition. Journal of Memory and Language, 58(2), 307–326. doi: 10.1016/j.jml.2007.05.006.

      45 Melby‐Lervåg, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta‐analytic review. Psychological Bulletin, 138(2), 322–352. doi: 10.1037/a0026744.

      46 Mousikou, P., Beyersmann, E., Ktori, M., Javourey‐Drevet, L., Crepaldi, D., Ziegler, J. C., Grainger, J., & Schroeder, S. (2020). Orthographic consistency influences morphological processing in reading aloud: Evidence from a cross‐linguistic study. Developmental Science, e12952. doi: 0.1111/desc.12952.

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      49 Nation, K. (2017). Nurturing a lexical legacy: Reading experience is critical for the development of word reading skill. npj Science of Learning, 2(1), 1–4. doi: 10.1038/s41539‐017‐0004‐7.

      50 Nation, K., & Cocksey, J. (2009). The relationship between knowing a word and reading it aloud in children’s word reading development. Journal of Experimental Child Psychology, 103(3), 296–308. doi: 10.1016/j.jecp.2009.03.004.

      51 Plaut, D. C., & Gonnerman, L. M. (2000). Are non‐semantic morphological effects incompatible with a distributed connectionist approach to lexical processing? Language and Cognitive Processes, 15(4–5), 445–485. doi: 10.1080/01690960050119661.

      52 Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi‐regular domains. Psychological Review, 103(1), 56–115. doi: 10.1037//0033‐295X.103.1.56.

      53 Pugh, K. R., Mencl, W. E., Jenner, A. R., Katz, L., Frost, S. J., Lee, J. R., Shaywitz, S. E., & Shaywitz, B. A. (2000). Functional neuroimaging studies of reading and reading disability (developmental dyslexia). Mental Retardation and Developmental Disabilities Research Reviews, 6(3), 207–213. doi: 10.1002/1098‐2779(2000)6:3<207::AID‐MRDD8>3.0.CO;2‐P.

      54 Rastle, K. (2019a). The place of morphology in learning to read in English. Cortex, 116, 45–54. doi: 10.1016/j.cortex.2018.02.008.

      55 Rastle, K. (2019b). EPS mid‐career prize lecture 2017: Writing systems, reading, and language. Quarterly Journal of Experimental Psychology, 72(4), 677–692. doi: 10.1177/1747021819829696.

      56 Rastle, K., & Brysbaert, M. (2006). Masked phonological priming effects in English: Are they real? Do they matter? Cognitive Psychology, 53(2), 97–145. doi: 10.1016/j.cogpsych.2006.01.002.

      57 Rastle, K., & Davis, M. H. (2008). Morphological decomposition based on the analysis of orthography. Language and Cognitive Processes, 23(7–8), 942–971. doi: 10.1080/01690960802069730.

      58 Rastle, K., Davis, M. H., Marslen‐Wilson, W. D., & Tyler, L. K. (2000). Morphological and semantic effects in visual word recognition: A time‐course study. Language and Cognitive Processes, 15(4–5), 507–537. doi: 10.1080/01690960050119689.

      59 Rastle, K., Davis, M. H., & New, B. (2004). The broth in my brother’s brothel: Morpho‐orthographic segmentation in visual word recognition. Psychonomic Bulletin & Review, 11(6), 1090–1098. doi: 10.3758/BF03196742.

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      62 Schiff, R., Raveh, M., & Fighel, A. (2012). The development of the Hebrew mental lexicon: When morphological representations become devoid of their meaning. Scientific Studies of Reading, 16(5), 383–403. doi: 10.1080/10888438.2011.571327.

      63 Seidenberg, M. S. (2011). Reading in different writing systems: One architecture, multiple solutions. In P. McCardle, B. Miller, J. R. Lee, & O. J. L. Tzeng (Eds.), The extraordinary brain series. Dyslexia across languages: Orthography and the brain–gene–behavior link (pp. 146–168). Baltimore, MD: Brookes Publishing.

      64 Seymour, P. H., Aro, M., Erskine, J. M., & Collaboration with COST Action A8 Network. (2003). Foundation literacy acquisition in European orthographies. СКАЧАТЬ