Year: 2017
Type: review
Abstract: Our understanding of the cognitive processes involved in reading has been advanced by computational models that simulate those processes (e.g., see Reichle, 2015). Unfortunately, most of these models have been developed to explain the reading of English and other alphabetic languages, with relatively fewer efforts to examine whether or not the assumptions of these models also explain what has been learned from other languages and, in particular, non-alphabetic writing systems like Chinese (e.g., see Li, Zang, Liversedge, & Pollatsek, 2015). In this article, we will review those computational models that have been developed to explain the reading of Chinese, with the goal of comparing their theoretical assumptions to those of models that explain the reading of English. Our analysis indicates that there are both points of convergence and divergence between the theoretical assumptions of Chinese versus English models, suggesting that the cognitive systems supporting reading may be differentially influenced by features of the languages and/or writing systems, or that certain theoretical assumptions developed to explain the reading of one language might be adapted to explain the reading of others.
Source: Cognitive Science
DOI: 10.1111/cogs.12564
Authors: Erik D. Reichle, Lili Yu
Institution: Macquarie University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: bronze
Funder: National Institutes of Health
Award: G7868512714
OpenAlex ID: W2769253185