Abstract: . . .  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 . . .
. . .  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 . . .
. . .  I termini specificati sono presenti solamente in collegamenti che rimandano alla seguente pagina: 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 underpins our consummate linguistic agility. This review takes . . .
. . .  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 . . .
. . .  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 . . .
. . .  popular belief, just as we are not taught to comprehend spoken language, so we are not taught to read. What we are taught, under the guise of learning to read, is remarkably limited; we are taught that certain sounds correspond to certain letters on the page, that (in English at least) the correspondence is often dependent on position and/or the identity of surrounding letters, and that this correspondence is often quite unpredictable. But aside from speci c examples of the mapping between printed and . . .
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