Computational and experimental studies of skilled reading

Full description

The aim of this study was to discover what cognitive processes skilled readers use for recognising printed words and understanding them, and for reading aloud.

Theoretical computational models were run on data from experiments run in psychology laboratories or on data from http://ccnl.psy.unipd.it/CDP.html. The Dual Route Cascaded (DRC) model used is available online at http://www.maccs.mq.edu.au/~ssaunder/DRC/.

The collection includes measures of the response of the computational model and speed of response and accuracy of response of human subjects reacting to stimuli.

The collaborators in this project were Dr Stephen Pritchard, Macquarie University, Dr Claudio Mulatti, University of Padova, Mr Steven Saunders, Macquarie University, Professor D. Besner, University of Waterloo, Dr Betty Mousikou, University of London, Dr Britta Biedermann, Macquarie University, Professor Kathy Rastle, University of London and Professor Lyndsey Nickels, Macquarie University.

Collection of data for this study began in 1987 (human data) and 1990 (computational model). Data continues to be added to this collection.

Recent publications related to this collection include:

Coltheart, M. (2013). Acquired dyslexia. In Pashler, H. (Ed),  The Encyclopedia of the Mind. New York: Sage Books.

McArthur, G., Jones, K., Anandakumar, T., Larsen, L., Castles, A. & Coltheart, M. (2013). A test of everyday reading comprehension (TERC). Australian Journal of Learning Difficulties,

Beyersmann, E., Castles, A., & Coltheart, M. (2012). Morphological processing during visual word recognition in developing readers: Evidence from masked priming. Quarterly Journal of Experimental Psychology, 65, 1306-1326.

Coltheart, M., & Crain. S. (2012). Are there universals of reading? We don’t believe so. Behavioral and Brain Sciences, 35, 20-21.

Beyersmann, E., Castles, A., & Coltheart, M. (2012). Parallel processing of whole-words and morphemes in visual word recognition. Quarterly Journal of Experimental Psychology. 65, 1798-1819.