Show us the model [1] (multiple letters)

Trends in Cognitive Sciences

Volumn 7, Issue 3, 2003, Pages 106-107

  Seidenberg, Mark S ^a   Joanisse, Marc F ^b   Pinker, Steven ^c   Ullman, Michael T ^d  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b UNIVERSITY OF WESTERN ONTARIO   (Canada)

^c MASSACHUSETTS INSTITUTE OF TECHNOLOGY   (United States)

^d GEORGETOWN UNIVERSITY SCHOOL OF MEDICINE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

AUDITORY SYSTEM FUNCTION; DISEASE MODEL; DYSLEXIA; HUMAN; LANGUAGE DISABILITY; LETTER;

EID: 0037333518     PISSN: 13646613     EISSN: None     Source Type: Journal    
DOI: 10.1016/S1364-6613(03)00020-2     Document Type: Letter

References (12)

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2. M.F. Joanisse M.S. Seidenberg Impairments in verb morphology after brain injury: a connectionist model Proc. Natl. Acad. Sci. U. S. A. 96 1999 7592 7597
3. Bird, H. et al. (in press) Deficits in phonology and past tense morphology: what is the connection? J. Mem. Lang. .
4. S. Pinker Rules of language Science 253 1991 530 535
5. M.W. Harm M.S. Seidenberg Phonology, reading acquisition, and dyslexia: insights from connectionist models Psychol. Rev. 106 1999 491 528
6. M.F. Joanisse M.S. Seidenberg Specific language impairment: a deficit in grammar or processing? Trends Cogn. Sci. 2 1998 240 247
7. Joanisse, M.F. and Seidenberg, M.S. (in press) Phonology and syntax in SLI: evidence from a connectionist model. Brain Lang. .
8. D.V.M. Bishop Auditory temporal processing impairment: neither necessary nor sufficient for causing language impairment in children J. Speech Lang. Hear. Res. 42 1999 1295 1310
9. J. Briscoe Phonological processing, language and literacy: a comparison of children with mild to moderate sensorineural hearing loss and those with specific language impairment J. Child Psychol. Psychiatry 42 2001 329 340
10. M.F. Joanisse Language deficits in dyslexic children: speech perception, phonology, and morphology J. Exp. Child Psychol. 77 2000 30 60
11. Haskell, T. et al. (in press) Language learning and innateness: some implications of compounds research. Cogn. Psychol. .
12. Seidenberg, M.S. and Arnoldussen, A. (in press) The brain makes a distinction between hard and easy stimuli. Brain Lang. .