Marco Zorzi

Nested Incremental Modeling in the Development of Computational Theories: The CDP+ Model of Reading Aloud.

At least 3 different types of computational model have been shown to account for various facets of both normal and impaired single word reading: (a) the connectionist triangle model, (b) the dual-route cascaded model, and (c) the connectionist dual process model. Major strengths and weaknesses of these models are identified. In the spirit of nested incremental modeling, a new connectionist dual process model (the CDP+ model) is presented. This model builds on the strengths of 2 of the previous models while eliminating their weaknesses. Contrary to the dual-route cascaded model, CDP+ is able to learn and produce graded consistency effects. Contrary to the triangle and the connectionist dual process models, CDP+ accounts for serial effects and has more accurate nonword reading performance. CDP+ also beats all previous models by an order of magnitude when predicting individual item-level variance on large databases. Thus, the authors show that building on existing theories by combining the best features of previous models--a nested modeling strategy that is commonly used in other areas of science but often neglected in psychology--results in better and more powerful computational models.

Are numbers special? The comparison systems of the human brain investigated by fMRI.

Many studies have suggested that the intraparietal sulcus (IPS), particularly in the dominant hemisphere, is crucially involved in numerical comparisons. However, this parietal structure has been found to be involved in other tasks that require spatial processing or visuospatial attention as well. fMRI was used to investigate three different magnitude comparisons in an event-related-block design: (a) Which digit is larger in numerical value (e.g., 2 or 5)? (b) Which digit is brighter (e.g., 3 or 3)? (c) Which digit is physically larger (e.g., 3 or 3)? Results indicate a widespread cortical network including a bilateral activation of the intraparietal sulci for all different comparisons. However, by computing contrasts of brain activation between the respective comparison conditions and applying a cortical distance effect as an additional criterion, number-specific activation was revealed in left IPS and right temporal regions. These results indicate that there are both commonalities and differences in the spatial layout of the brain systems for numerical and physical comparisons and that especially the left IPS, while involved in magnitude comparison in general, plays a special role in number comparison.

Beyond single syllables: large-scale modeling of reading aloud with the Connectionist Dual Process (CDP++) model.

Most words in English have more than one syllable, yet the most influential computational models of reading aloud are restricted to processing monosyllabic words. Here, we present CDP++, a new version of the Connectionist Dual Process model (Perry, Ziegler, & Zorzi, 2007). CDP++ is able to simulate the reading aloud of mono- and disyllabic words and nonwords, and learns to assign stress in exactly the same way as it learns to associate graphemes with phonemes. CDP++ is able to simulate the monosyllabic benchmark effects its predecessor could, and therefore shows full backwards compatibility. CDP++ also accounts for a number of novel effects specific to disyllabic words, including the effects of stress regularity and syllable number. In terms of database performance, CDP++ accounts for over 49% of the reaction time variance on items selected from the English Lexicon Project, a very large database of several thousand of words. With its lexicon of over 32,000 words, CDP++ is therefore a notable example of the successful scaling-up of a connectionist model to a size that more realistically approximates the human lexical system.

Multisensory spatial attention deficits are predictive of phonological decoding skills in developmental dyslexia

Although the dominant approach posits that developmental dyslexia arises from deficits in systems that are exclusively linguistic in nature (i.e., phonological deficit theory), dyslexics show a variety of lower level deficits in sensory and attentional processing. Although their link to the reading disorder remains contentious, recent empirical and computational studies suggest that spatial attention plays an important role in phonological decoding. The present behavioral study investigated exogenous spatial attention in dyslexic children and matched controls by measuring RTs to visual and auditory stimuli in cued-detection tasks. Dyslexics with poor nonword decoding accuracy showed a slower time course of visual and auditory (multisensory) spatial attention compared with both chronological age and reading level controls as well as compared with dyslexics with slow but accurate nonword decoding. Individual differences in the time course of multisensory spatial attention accounted for 31% of unique variance in the nonword reading performance of the entire dyslexic sample after controlling for age, IQ, and phonological skills. The present study suggests that multisensory “sluggish attention shifting”—related to a temporoparietal dysfunction—selectively impairs the sublexical mechanisms that are critical for reading development. These findings may offer a new approach for early identification and remediation of developmental dyslexia.

A COMPUTATIONAL MODEL OF THE SIMON EFFECT

Even though stimulus location is task irrelevant, reaction times are faster when the location of the stimulus corresponds with the location of the response than when it does not. This phenomenon is called the Simon effect. Most accounts of the Simon effect are based on the assumption that it arises from a conflict between the spatial code of the stimulus and that of the response. In this paper a computational model of this hypothesis is presented. It provides a computationally explicit mechanism of the Simon effect. Consistent with human performance, the model provides reaction times that indicate both an advantage for the ipsilateral, corresponding response (i.e., facilitation) and a disadvantage of the contralateral, noncorresponding response (i.e., inhibition). In addition, the model accounts for the fact that the size for the effect depends on task difficulty.

The role of long-term-memory and short-term-memory links in the Simon effect

In Experiment 1, children performed a Simon task after a spatially compatible or incompatible task. Results showed a Simon effect after the spatially compatible task and a reversed Simon effect after the spatially incompatible task. In Experiments 2-5, an identical procedure was adopted with adult participants, who performed the Simon task immediately after, a day after, or a week after the spatial compatibility task. Experiment 6 established a baseline for the Simon effect. Results showed a Simon effect after the spatially compatible task and no Simon effect or a reversed Simon effect after the spatially incompatible task. A modified version of the computational model of M. Zorzi and C. Umiltà (1995) was used to compare possible accounts of the findings. The best account exploits 2 types of short-term-memory links between stimulus and response and their interaction with long-term-memory links.

Numerical Estimation in Preschoolers

Childrens sense of numbers before formal education is thought to rely on an approximate number system based on logarithmically compressed analog magnitudes that increases in resolution throughout childhood. School-age children performing a numerical estimation task have been shown to increasingly rely on a formally appropriate, linear representation and decrease their use of an intuitive, logarithmic one. We investigated the development of numerical estimation in a younger population (3.5- to 6.5-year-olds) using 0-100 and 2 novel sets of 1-10 and 1-20 number lines. Childrens estimates shifted from logarithmic to linear in the small number range, whereas they became more accurate but increasingly logarithmic on the larger interval. Estimation accuracy was correlated with knowledge of Arabic numerals and numerical order. These results suggest that the development of numerical estimation is built on a logarithmic coding of numbers--the hallmark of the approximate number system--and is subsequently shaped by the acquisition of cultural practices with numbers.

The relationship between visuo-spatial attention and nonword reading in developmental dyslexia

Focused visuo-spatial attention was studied in 10 developmental dyslexic children with impaired nonword reading, 10 dyslexic children with intact nonword reading, and 12 normally reading children. Reaction times to lateralized visual stimuli in a cued detection task showed that attentional facilitation of the target at the cued location was symmetrical in the three groups. However, dyslexics with impaired nonword reading selectively showed a lack of attentional inhibition for targets at the uncued location in the right visual field. This result was replicated in a second group of 13 dyslexics with impaired nonword reading. Individual differences in the ability of right attentional inhibition across the entire sample of dyslexics accounted for 17% of unique variance in nonword reading accuracy after controlling for individual differences in age, IQ, and phonological skills. A possible explanation based on the role of spatial attention mechanisms in the graphemic parsing process is discussed. Our results suggest that focused visuo-spatial attention may be crucial for nonword decoding.

Extra-large letter spacing improves reading in dyslexia.

Although the causes of dyslexia are still debated, all researchers agree that the main challenge is to find ways that allow a child with dyslexia to read more words in less time, because reading more is undisputedly the most efficient intervention for dyslexia. Sophisticated training programs exist, but they typically target the component skills of reading, such as phonological awareness. After the component skills have improved, the main challenge remains (that is, reading deficits must be treated by reading more—a vicious circle for a dyslexic child). Here, we show that a simple manipulation of letter spacing substantially improved text reading performance on the fly (without any training) in a large, unselected sample of Italian and French dyslexic children. Extra-large letter spacing helps reading, because dyslexics are abnormally affected by crowding, a perceptual phenomenon with detrimental effects on letter recognition that is modulated by the spacing between letters. Extra-large letter spacing may help to break the vicious circle by rendering the reading material more easily accessible.

The spatial representation of numerical and non-numerical sequences: Evidence from neglect

Psychophysical and neuropsychological studies have revealed that humans represent numbers along a continuous, left-to-right oriented mental line. However, it has been recently claimed that this format of representation is not special to numbers because non-numerical sequences would be spatially coded in the same way. To test this hypothesis, the present study investigated the effects of left neglect upon the bisection of numerical and non-numerical intervals. Eight patients with left neglect performed a visual line bisection task and three mental bisection tasks with number, letter, and month intervals. The error pattern in the number bisection task, indexed by the modulating effect of interval length, mirrored that of the visual task and confirmed the left-to-right spatial orientation of the mental number line. In contrast, the bisection of non-numerical intervals showed a very different pattern. The results suggest that the spatial layout characterizing numerical representations constitutes a specific property of numbers rather than a general characteristic of ordered sequences.