Ratcliff R, McKoon G
Department of Psychology, Northwestern University, Evanston, Illinois 60208, USA.
Psychon Bull Rev. 2000 Dec;7(4):713-7. doi: 10.3758/bf03213011.
The counter model for word identification (Ratcliff & McKoon, 1997) has been challenged by recent empirical findings that performance on low-frequency words improves as the result of repetition of the words. We show that the model can accommodate this learning effect, and that it can do so without jeopardizing its explanations of the effects on word identification of a large number of other variables.
