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Understanding Visual Word Recognition: Dual Route Model Explained

Learn about the Dual Route Model in visual word recognition. Explore the balance between assembled and direct routes across languages, impact on dyslexia, and the Single Route theory by Seidenberg & McClelland. Discover why dual processing is crucial for reading and its implications in cognitive psychology.

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Understanding Visual Word Recognition: Dual Route Model Explained

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  1. Time: Tuesday 10:40-12:10 Room: 8-309 Instructor: Mafuyu Kitahara Material: Balota D. A. (1994) “Visual word recognition” in M. A. Gernsbacher (ed.) Handbook of Psycholinguistics, pp. 303-358, San Diego: Academic Press. ETT2 2007-06-12pp.315-317

  2. If not rules, then what? • Dual route model (Coltheart, 1978): • Assembled route = assemble parts by rules • Direct route = get whole-word directly • Balance between the two may differ • A:D = 10:0 in Serbo-Croatian • A:D = 8:2 in Japanese(?) • A:D = 5:5 in English(?) • A:D = 3:7 in Hebrew(?) • Orthographic depth = transparency between the spelling-to-sound correspondence

  3. Dual route • Why dual? • Assembled route necessary for non-words • Activation synthesis approach • analogies from similar words is enough: no need for assembled route <-- dyslexia: counter example • Surface dyslexia • Regularize irregular words: impaired direct route • “broad” [brO:d] as [broud] • cf. road [roud], rode [roud] • Deep dyslexia • Can't pronounce nonwords: impaired assembled route

  4. Single route? • Seidenberg & McClelland (1989): • 2nd generation Connectionist model • Local --> distributed representation • No “word”, but “#wo”, “wor”, “ord”, “rd#” • Pre-specified --> Learning from scratch

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