Abstract: . . .  1995). To begin with, the relationship may apply only to some letters within each word; only later will it be applied systematically across the word (Ehri, 1992). Finally, a shift occurs whereby the skilled reader bypasses the phonological route and uses a more direct orthographic route for the more frequent words in the language. More recently, an alternative conception of the learning process has arisen (e.g. Goswami & Bryant, 1990; Harm & Seidenberg, 1999; Snowling, Hulme, & Nation, 1997), based on advances in connectionist modelling (e.g. Plaut, 1997; Plaut et al ., 1996). According to this more recent view, staged-like reading behaviour is an emergent characteristic of a unitary and continuous learning process during which orthographic, semantic . . .
. . .  this relationship to recognize novel words (cf. Share, 1995). To begin with, the relationship may apply only to some letters within each word; only later will it be applied systematically across the word (Ehri, 1992). Finally, a shift occurs whereby the skilled reader bypasses the phonological route and uses a more direct orthographic route for the more frequent words in the language. More recently, an alternative conception of the learning process has arisen (e.g. Goswami & Bryant, 1990; Harm & Seidenberg, 1999; Snowling, Hulme, & Nation, 1997), based on advances in connectionist modelling (e.g. Plaut, 1997; Plaut et al ., 1996). According to this more recent view, staged-like reading behaviour is an emergent characteristic of a unitary and continuous . . .
. . .  psycholinguistics Page 1 The language machine: Psycholinguistics in review Gerry T. M. Altmann* Department of Psychology, University of York, UK Psycholinguistics is the empirical and theoretical study of the mental faculty that underpinsour consummate linguisticagility. This review takes a broad look at how the eld has developed,from the turn of the 20th century through to the turn of the 21st. Since the linguisticrevolutionof . . .
. . .  Tanenhaus, 1984). This interaction with frequency is also apparent in studies of the confusions that participants make when having to categorize, for example, ‘meat’, ‘meet’, or ‘melt’ as food; van Orden (1987) reported considerable errors for the homophone ‘meet’ (see Lukatela, Lukatela, & Turvey, 1993, for a priming study), with Jared and Seidenberg (1990) noting that this 143 Psycholinguistics in review Page 16 effect occurred primarily for low-frequency words. This frequency by consistency-of- spelling interaction is also mediated by a semantic variable, imageability (Strain, Patterson, & Seidenberg, 1995), with low-frequency irregularly spelled words named faster if they were more imageable (see Plaut, 1997, for how this three-way interaction . . .
--3000,4,375,2997,59742