230App<strong>en</strong>dice IClearly, the ability to predict a new ph<strong>en</strong>om<strong>en</strong>on (and the conditions under which it must appear or mustnot appear) is one of the higher criteria for model evaluation (Giger<strong>en</strong>zer, Hoffrage, & Kleinbölting, 1991 ;Jacobs & Grainger, 1994). One of the features of connectionist models in g<strong>en</strong>eral, and the IAM in particular,is that they are rich <strong>en</strong>ough to allow emerg<strong>en</strong>ce of effects that have not yet be<strong>en</strong> observed.As an example for this, consider the neighborhood frequ<strong>en</strong>cy effect in visual word recognition. Playingwith a variant of the original IAM, one of the pres<strong>en</strong>t authors discovered that such an effect is possiblewithin the model system. Looking at the activation function for the word "blur", he observed an att<strong>en</strong>uationof the rise of this function <strong>du</strong>ring the early phase (a cross-over betwe<strong>en</strong> the functions for "blur" and "blue").This is because "blur", a low frequ<strong>en</strong>cy word, shares all but one letter with "blue", a high frequ<strong>en</strong>cy word.The activation functions for "blur" type words reach a criterion level of activation (arbitrarily defined forresponse g<strong>en</strong>eration in the model) more slowly than low frequ<strong>en</strong>cy words that have no high frequ<strong>en</strong>cy orthographicneighbors (e.g., "idle" ; see Figure 2). What is more important, is that further simulations with theIAM showed that a selection of low frequ<strong>en</strong>cy words with many high frequ<strong>en</strong>cy neighbors (e.g., heal) did notdiffer from low frequ<strong>en</strong>cy words with a single high frequ<strong>en</strong>cy neighbor in terms of the number of cycles requiredto reach criterion activation levels. This particular simulation result was important with respect to ourapplication of strong sci<strong>en</strong>tific infer<strong>en</strong>ce in model testing. In contrast to the IAM, serial search / verificationmodels of visual word recognition (Forster, 1976 ; Paap, Newsome, McDonald, & Schvaneveldt, 1982) predicta further decrem<strong>en</strong>t in performance to such stimuli. The pattern predicted by the IAM was observed byGrainger et al. (1989) and Grainger (1990). Although more rec<strong>en</strong>t research has complicated the neighborhoodfrequ<strong>en</strong>cy story (e.g., Sears, Hino, & Lupker, 1995), the important point is that the IAM simulations, usingthe same stimuli as in the human experim<strong>en</strong>ts, accurately predicted the observed pattern for that particularstimulus set.Thus the IAM, which, as all connectionist models, has structural and processing features that were builtin specifically to create known empirical ph<strong>en</strong>om<strong>en</strong>a (e.g. the resting level parameter that creates the frequ<strong>en</strong>cyeffect ; cf. Dell, 1988), predicted an unknown effect that has now be<strong>en</strong> observed under a variety ofconditions (Grainger & Jacobs, 1996). Let us note as an aside that this provi<strong>des</strong> an <strong>en</strong>couraging example forsolving the recurring epistemological issue of a theory-c<strong>en</strong>tered approach as seemingly opposed to a resultc<strong>en</strong>teredapproach (Gre<strong>en</strong>berg, Solomon, Pyszcinski, & Steinberg, 1988 ; Gre<strong>en</strong>wald & Pratkanis, 1988 ;Moser, Gad<strong>en</strong>ne, & Schröder, 1988), by showing how a model can specify the conditions under which previouslyunobtainable results occur. This clearly is a theory-c<strong>en</strong>tered demonstration for one of the complem<strong>en</strong>tarytwo "result-c<strong>en</strong>tered" approaches (i.e., the <strong>des</strong>ign approach), advocated by Gre<strong>en</strong>wald, Pratkanis,Leippe, and Baumgardner (1986) in their attack on theory-c<strong>en</strong>tered approaches to psychology.ACTIVATION0.80.60.40.20-0.22015isleidleidly2aResponse cycle : 17ACTIVATION0.80.60.40.20blurResponse cycle : 19blue20152bCYCLES1050505490495500WORD NUMBER-0.2959085WORD NUMBER800510 CYCLESFigure 2 : Activation functions in re<strong>du</strong>ced parts of the English four letter lexical space. Panel 2a and 2b showtwo simulations obtained with the target words "IDLE" and "BLUR", respectively. Both these words have orthographicneighbors ("IDLY", "ISLE" and "BLUE", respectively) and have the same frequ<strong>en</strong>cy (15 per million), butonly "BLUR" has a higher frequ<strong>en</strong>cy neighbor. Consequ<strong>en</strong>tly, "IDLE" reaches the response threshold two cyclesearlier than "BLUR" (i.e., 17 vs. 19 cycles).MODEL STRUCTURETHE MROM. It is useful to give a short <strong>des</strong>cription of the MROM here (see Grainger & Jacobs, 1996,for more details). The MROM is an ext<strong>en</strong>sion of the IAM incorporating the <strong>des</strong>ign principle of multipleread-out. The principle of multiple read-out states that a response in a giv<strong>en</strong> experim<strong>en</strong>tal task is g<strong>en</strong>erated(read-out) wh<strong>en</strong> at least one of the co<strong>des</strong> that is appropriate for responding in that task reaches a critical activationlevel. This principle is particularly relevant to our explanation of performance in the LDT. With respectto this particular task, we hypothesize that unique word id<strong>en</strong>tification is not the only process that canlead to a correct "yes" decision in the lexical decision task, and that an extra-lexical process controls the pro<strong>du</strong>ctionof "no" responses. In the functional context of the lexical decision task, word-nonword discriminationrequires that participants use a reliable source of information that allows them to make rapid and accuratejudgm<strong>en</strong>ts concerning the "word-lik<strong>en</strong>ess" of stimuli (e.g., their familiarity / meaningfulness, Balota &
App<strong>en</strong>dice I 231Chumbley, 1984). In the MROM, we postulate three processes underlying a speeded binary lexical decisionresponse. Two of the processes use intra-lexical information to g<strong>en</strong>erate a "yes" response, and the third usesextra-lexical information to g<strong>en</strong>erate a "no" response. The two intra-lexical sources of information are : i)the overall (global) activity in the orthographic lexicon, operationalized in the simulation model as the sumof the activation levels of all word units, hereafter referred to as s, and ii) the (local) activity of functionalunits within the lexicon, operationalized as the activation level of indivi<strong>du</strong>al word units, or µ. The extralexicalsource of information is time (t) from stimulus onset. In the MROM, a criterion value set on each ofthe three information dim<strong>en</strong>sions determines the type (yes/no) and speed of a response. The criterion on the(local) µ dim<strong>en</strong>sion is referred to as M, the criterion on the (global) s dim<strong>en</strong>sion as ∑ and the temporal deadlineas T. Figure 3 illustrates how these three response criteria combine to determine the type and the speedof a response in the LDT.Figure 3. Application of the multiple read-out model to the lexical decision task. Three response criteria M, ∑,and T are set on three information dim<strong>en</strong>sions : i) unit activity in the m<strong>en</strong>tal lexicon (µ), ii) summed lexical activity(s), and iii) time (t). Increases in µ and s over time follow the sigmoid function of an interactive activationnetwork (McClelland & Rumelhart, 1981). In g<strong>en</strong>eral, word recognition is said to occur wh<strong>en</strong> the M criterion isreached, whereas a positive lexical decision response can be triggered wh<strong>en</strong> either the M or the ∑ criterion isreached before the T criterion. A negative lexical decision response is giv<strong>en</strong> in the converse situation.If either the local M or the global ∑ response criteria are reached before the T criterion th<strong>en</strong> a positiveresponse is giv<strong>en</strong>, otherwise a negative response is giv<strong>en</strong>. Errors to word stimuli (false negatives) thereforearise wh<strong>en</strong> the T criterion is set too low and/or both the M and ∑ response criteria are set too high. Errorsto nonword stimuli (false positives) arise in exactly the opposite circumstances (high T criterion and/or lowM criterion or low ∑ criterion). In the example giv<strong>en</strong> in Figure 3, both the M and the ∑ response criteriaare reached before the T criterion giving rise to a positive lexical decision response. The speed of this responseis determined by the earliest mom<strong>en</strong>t in time that either the M criterion is reached (i.e., a specificword has be<strong>en</strong> id<strong>en</strong>tified), or the ∑ criterion is reached (i.e., a fast guess has occurred). Response time for anegative response is simply giv<strong>en</strong> by the value of the T criterion.THE MROM-P. The starting point for the coding scheme of the MROM-P is the V-type (boxological)model of orthographic-phonological processing by Grainger and Ferrand (1994 ; see also Ferrand &Grainger, 1996). This model (see Figure 4) was empirically motivated by results from a series of maskedpriming studies (Ferrand & Grainger, 1992 ; 1993 ; 1994), and repres<strong>en</strong>ts the simplest possible (global)phonological coding scheme within an IA-type architecture, that inclu<strong>des</strong> sublexical phonological structure.However, as is typically the case with V-type models, Grainger and Ferrand did not specify the nature of thephonological processing units.According to the principles of canonical and nested modeling (Grainger & Jacobs, pres<strong>en</strong>t volume), westarted the construction of the MROM-P with the original structure, processing assumptions, and parametersof the MROM. These elem<strong>en</strong>ts had already be<strong>en</strong> kept constant in our previous "English" and "Fr<strong>en</strong>ch" ext<strong>en</strong>sionsof the IAM, the semistochastic interactive activation model, or SIAM (Jacobs & Grainger, 1992),the letter-frequ<strong>en</strong>cy model (Grainger & Jacobs, 1993), the <strong>du</strong>al read-out model, or DROM (Grainger &Jacobs, 1994), the semistochastic interactive activation model for the fragm<strong>en</strong>tation task, the SIAM-FRAG(Ziegler, Rey, & Jacobs, in press d), and the MROM (Grainger & Jacobs, 1996).MULTILENGTH LEXICON AND THE CODING OF LETTER-IN-WORD POSITION. In our previousIA models, we used the simplification of a l<strong>en</strong>gth-specific lexicon repres<strong>en</strong>ting a single word l<strong>en</strong>gth (eitherfour or five letters). Giv<strong>en</strong> the abs<strong>en</strong>ce of an isomorphism betwe<strong>en</strong> the size of orthographic andphonological repres<strong>en</strong>tations (i.e., grapheme and phoneme units), the pres<strong>en</strong>t "English" MROM-P isequipped with a much richer lexicon (albeit still a very simplified one) including all 3-5 letter, monosyllabic6 English words extracted from the CELEX database (Baay<strong>en</strong>, Piep<strong>en</strong>brock & van Rijn, 1993). This led6 Focusing on monosyllabic words is a simplification that has be<strong>en</strong> adopted by the majority of experim<strong>en</strong>tal andmodeling studies in the field. In future work, it will have to be revised.
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CHAPITRE 7 : LE FUM . . . . . . . .
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8IntroductionPour cela, notre domai
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10Introduction• au niveau lexical
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12Introduction• sa forme visuelle
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14IntroductionAprès avoir posé le
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16Méthodologiespulations sur les i
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18Méthodologies2.1. Protocoles exp
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20Méthodologiessi le stimulus se t
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22MéthodologiesCertaines études t
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24Méthodologiestes, on obtient des
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26Méthodologies1996 ; Peter & Turv
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28Méthodologiesles performances da
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30Méthodologies6 %8%10%15%30%50%80
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32MéthodologiesMatériel expérime
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34Méthodologiesentraîne le masqua
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36MéthodologiesLe même résultat
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38Méthodologies120100Situation Sta
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Chapitre 3Orthographe et phonologie
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42Orthographe et Phonologie3.1. Var
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44Orthographe et PhonologieLa Figur
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46Orthographe et PhonologieJacobs,
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48Orthographe et Phonologiedans la
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50Orthographe et PhonologieDans l
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52Orthographe et Phonologieteurs du
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54Orthographe et PhonologieGoldstei
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56Orthographe et Phonologietion est
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58Orthographe et Phonologierand, 19
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60Orthographe et Phonologieplus ad
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62Orthographe et Phonologie3.2.3.1.
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64Orthographe et PhonologiePlus ré
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66Orthographe et PhonologieUne autr
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68Orthographe et Phonologiedeux var
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Chapitre 4Modèles de la perception
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72Modèles de la perception visuell
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74Modèles de la perception visuell
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76Modèles de la perception visuell
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78Modèles de la perception visuell
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80Modèles de la perception visuell
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82Modèles de la perception visuell
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84Modèles de la perception visuell
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86Modèles de la perception visuell
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88Modèles de la perception visuell
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90Modèles de la perception visuell
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92Modèles de la perception visuell
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94Modèles de la perception visuell
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96Modèles de la perception visuell
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98MROM-pspécifier leur lien avec l
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100MROM-pphonèmes reliés par un r
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102MROM-pLorsque le modèle génèr
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104MROM-pque ce système artificiel
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106Unités de la lecturelinguistiqu
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108Unités de la lecture22606TR (ms
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110Unités de la lecturemes. Aussi
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112Unités de la lecturephonologiqu
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114Unités de la lectureelle-même
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116Unités de la lecture6.3. Expér
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118Unités de la lectureRead est qu
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120Unités de la lectureces modèle
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122Unités de la lecturechapitre su
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124FUMmultiples existant au sein de
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126FUMpar Berndt, Lynne D'Autrechy
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128FUMcessus de compétition et du
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130FUMgène et suit les principes c
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132FUMPseudohomophonesContrôles Or
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134FUM61023TR (ms) Seidenberg et al
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136FUMportementaux et les résultat
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138FUMà une entité extérieure au
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Chapitre 8Des prédictionsau niveau
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142Des prédictions au niveau des m
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144Des prédictions au niveau des m
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146Des prédictions au niveau des m
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148Des prédictions au niveau des m
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150Des prédictions au niveau des m
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158Des prédictions au niveau des m
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160Des prédictions au niveau des m
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162Des prédictions au niveau des m
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164Des prédictions au niveau des m
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166Les mots polysyllabiquesmots mon
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168Les mots polysyllabiquesTableau
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170Les mots polysyllabiques9.2. Exp
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172Les mots polysyllabiques19001890
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174Les mots polysyllabiquesnexe XI
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176Les mots polysyllabiques9.4. Dis
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178ConclusionConclusion« La grande
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- Page 184 and 185: 184BibliographieAderman, D., & Smit
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- Page 200 and 201: 200BibliographieTreiman, R., & Zuko
- Page 202 and 203: 202AnnexesAnnexes
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- Page 224 and 225: 224Appendice IMROM-P : An interacti
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- Page 240 and 241: 240Appendice Iteractive processes o
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- Page 244 and 245: 244Appendice I1994). Our stratagem
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- Page 262 and 263: 262Appendice IIIRead, J. D. (1983).
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