Laboratoire de Psychologie Cognitive, Aix-Marseille University and Centre National de la Recherche Scientifique, Fédération de Recherche 3C, Brain and Language Research Institute, , 3 place Victor Hugo, 13331 Marseille, France.
Philos Trans R Soc Lond B Biol Sci. 2013 Dec 9;369(1634):20120397. doi: 10.1098/rstb.2012.0397. Print 2014.
The most influential theory of learning to read is based on the idea that children rely on phonological decoding skills to learn novel words. According to the self-teaching hypothesis, each successful decoding encounter with an unfamiliar word provides an opportunity to acquire word-specific orthographic information that is the foundation of skilled word recognition. Therefore, phonological decoding acts as a self-teaching mechanism or 'built-in teacher'. However, all previous connectionist models have learned the task of reading aloud through exposure to a very large corpus of spelling-sound pairs, where an 'external' teacher supplies the pronunciation of all words that should be learnt. Such a supervised training regimen is highly implausible. Here, we implement and test the developmentally plausible phonological decoding self-teaching hypothesis in the context of the connectionist dual process model. In a series of simulations, we provide a proof of concept that this mechanism works. The model was able to acquire word-specific orthographic representations for more than 25 000 words even though it started with only a small number of grapheme-phoneme correspondences. We then show how visual and phoneme deficits that are present at the outset of reading development can cause dyslexia in the course of reading development.
最有影响力的阅读学习理论是基于这样一种观点，即儿童依赖语音解码技能来学习新单词。根据自学假说，每次成功解码一个不熟悉的单词，都会提供一个机会来获得特定于单词的正字法信息，这是熟练单词识别的基础。因此，语音解码充当了自学机制或“内置教师”。然而，所有之前的连接主义者模型都是通过接触大量拼写-发音对来学习朗读任务，其中“外部”教师提供所有应该学习的单词的发音。这种监督训练方案是非常不可信的。在这里，我们在连接主义双过程模型的背景下实现和测试了发展上合理的语音解码自学假说。在一系列模拟中，我们提供了一个概念证明，证明该机制是有效的。即使模型从只有少量的字母-音素对应关系开始，它也能够为超过 25000 个单词获得特定于单词的正字法表示。然后，我们展示了在阅读发展初期存在的视觉和音素缺陷如何导致阅读发展过程中的阅读障碍。
