Mark Seidenberg | University of Wisconsin-Madison (original) (raw)

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Papers by Mark Seidenberg

Research paper thumbnail of The Science of Reading and Its Educational Implications

Research paper thumbnail of Age of Acquisition Effects in Word Reading and Other Tasks

Journal of Memory and Language, 2002

Research paper thumbnail of Explaining derivational morphology as the convergence of codes

Trends in Cognitive Sciences, 2000

Research paper thumbnail of Language Acquisition and Use: Learning and Applying Probabilistic Constraints

Research paper thumbnail of Semantic feature production norms for a large set of living and nonliving things

Behavior Research Methods, 2005

Semantic features have provided insight into numerous behavioral phenomena concerning concepts, c... more Semantic features have provided insight into numerous behavioral phenomena concerning concepts, categorization, and semantic memory in adults, children, and neuropsychological populations. Numerous theories and models in these areas are based on representations and computations involving semantic features. Consequently, empirically derived semantic feature production norms have played, and continue to play, a highly useful role in these domains. This article describes a set of feature norms collected from approximately 725 participants for 541 living (dog) and nonliving (chair) basic-level concepts, the largest such set of norms developed to date. This article describes the norms and numerous statistics associated with them. Our aim is to make these norms available to facilitate other research, while obviating the need to repeat the labor-intensive methods involved in collecting and analyzing such norms. The full set of norms may be downloaded from www.psychonomic.org/archive.

Research paper thumbnail of Naming multisyllabic words

Journal of Experimental Psychology-human Perception and Performance, 1990

Research paper thumbnail of Does word identification proceed from spelling to sound to meaning

Journal of Experimental Psychology-general, 1991

Research paper thumbnail of Are Speech Perception Deficits Associated with Developmental Dyslexia

Journal of Experimental Child Psychology, 1997

Research paper thumbnail of See Dick RAN: Rapid Naming and the Longitudinal Prediction of Reading Subskills in First and Second Graders

Scientific Studies of Reading, 1999

... See Dick RAN: Rapid Naming and the Longitudinal Prediction of Reading Subskills in First and ... more ... See Dick RAN: Rapid Naming and the Longitudinal Prediction of Reading Subskills in First and Second Graders ... Page 3. RAPID NAMING AND READING 131 ...

Research paper thumbnail of The relationship between phonological and auditory processing and brain organization in beginning readers

Brain and language, 2013

We employed brain-behavior analyses to explore the relationship between performance on tasks meas... more We employed brain-behavior analyses to explore the relationship between performance on tasks measuring phonological awareness, pseudoword decoding, and rapid auditory processing (all predictors of reading (dis)ability) and brain organization for print and speech in beginning readers. For print-related activation, we observed a shared set of skill-correlated regions, including left hemisphere temporoparietal and occipitotemporal sites, as well as inferior frontal, visual, visual attention, and subcortical components. For speech-related activation, shared variance among reading skill measures was most prominently correlated with activation in left hemisphere inferior frontal gyrus and precuneus. Implications for brain-based models of literacy acquisition are discussed.

Research paper thumbnail of Neural correlates of implicit and explicit combinatorial semantic processing

Research paper thumbnail of The Neural Career of Sensory-motor Metaphors

Journal of Cognitive Neuroscience, 2011

The role of sensory-motor systems in conceptual understanding has been controversial. It has been... more The role of sensory-motor systems in conceptual understanding has been controversial. It has been proposed that many abstract concepts are understood metaphorically through concrete sensory-motor domains such as actions. Using fMRI, we compared neural responses with literal action (Lit; The daughter grasped the flowers), metaphoric action (Met; The public grasped the idea), and abstract (Abs; The public understood the idea) sentences of varying familiarity. Both Lit and Met sentences activated the left anterior inferior parietal lobule, an area involved in action planning, with Met sentences also activating a homologous area in the right hemisphere, relative to Abs sentences. Both Met and Abs sentences activated the left superior temporal regions associated with abstract language. Importantly, activation in primary motor and biological motion perception regions was inversely correlated with Lit and Met familiarity. These results support the view that the understanding of metaphoric action retains a link to sensory-motor systems involved in action performance. However, the involvement of sensory-motor systems in metaphor understanding changes through a gradual abstraction process whereby relatively detailed simulations are used for understanding unfamiliar metaphors, and these simulations become less detailed and involve only secondary motor regions as familiarity increases. Consistent with these data, we propose that anterior inferior parietal lobule serves as an interface between sensory-motor and conceptual systems and plays an important role in both domains. The similarity of abstract and metaphoric sentences in the activation of left superior temporal regions suggests that action metaphor understanding is not completely based on sensory-motor simulations but relies also on abstract lexical-semantic codes.

Research paper thumbnail of Neural Systems for Reading Aloud: A Multiparametric Approach

Research paper thumbnail of Activation of Sensory-Motor Areas in Sentence Comprehension

Research paper thumbnail of Impairments in verb morphology after brain injury: A connectionist model

Proceedings of The National Academy of Sciences, 1999

The formation of the past tense of verbs in English has been the focus of the debate concerning c... more The formation of the past tense of verbs in English has been the focus of the debate concerning connectionist vs. symbolic accounts of language. Brain-injured patients differ with respect to whether they are more impaired in generating irregular past tenses (TAKE-TOOK) or past tenses for nonce verbs (WUG-WUGGED). Such dissociations have been taken as evidence for distinct "rule" and "associative" memory systems in morphology and against the connectionist approach in which a single system is used for all forms. We describe a simulation model in which these impairments arise from damage to phonological or semantic information, which have different effects on generalization and irregular forms, respectively. The results provide an account of the bases of impairments in verb morphology and show that these impairments can be explained within connectionist models that do not use rules or a separate mechanism for exceptions.

Research paper thumbnail of Phonology and syntax in specific language impairment: Evidence from a connectionist model

Research paper thumbnail of Language Deficits in Dyslexic Children: Speech Perception, Phonology, and Morphology

Journal of Experimental Child Psychology, 2000

Research paper thumbnail of Specific language impairment: a deficit in grammar or processing

Trends in Cognitive Sciences, 1998

Research paper thumbnail of Using Connectionist Networks to Examine the Role of Prior Constraints in Human Learning

Research paper thumbnail of Modeling the Successes and Failures of Interventions for Disabled Readers

Scientific Studies of Reading, 2003

Research paper thumbnail of The Science of Reading and Its Educational Implications

Research paper thumbnail of Age of Acquisition Effects in Word Reading and Other Tasks

Journal of Memory and Language, 2002

Research paper thumbnail of Explaining derivational morphology as the convergence of codes

Trends in Cognitive Sciences, 2000

Research paper thumbnail of Language Acquisition and Use: Learning and Applying Probabilistic Constraints

Research paper thumbnail of Semantic feature production norms for a large set of living and nonliving things

Behavior Research Methods, 2005

Semantic features have provided insight into numerous behavioral phenomena concerning concepts, c... more Semantic features have provided insight into numerous behavioral phenomena concerning concepts, categorization, and semantic memory in adults, children, and neuropsychological populations. Numerous theories and models in these areas are based on representations and computations involving semantic features. Consequently, empirically derived semantic feature production norms have played, and continue to play, a highly useful role in these domains. This article describes a set of feature norms collected from approximately 725 participants for 541 living (dog) and nonliving (chair) basic-level concepts, the largest such set of norms developed to date. This article describes the norms and numerous statistics associated with them. Our aim is to make these norms available to facilitate other research, while obviating the need to repeat the labor-intensive methods involved in collecting and analyzing such norms. The full set of norms may be downloaded from www.psychonomic.org/archive.

Research paper thumbnail of Naming multisyllabic words

Journal of Experimental Psychology-human Perception and Performance, 1990

Research paper thumbnail of Does word identification proceed from spelling to sound to meaning

Journal of Experimental Psychology-general, 1991

Research paper thumbnail of Are Speech Perception Deficits Associated with Developmental Dyslexia

Journal of Experimental Child Psychology, 1997

Research paper thumbnail of See Dick RAN: Rapid Naming and the Longitudinal Prediction of Reading Subskills in First and Second Graders

Scientific Studies of Reading, 1999

... See Dick RAN: Rapid Naming and the Longitudinal Prediction of Reading Subskills in First and ... more ... See Dick RAN: Rapid Naming and the Longitudinal Prediction of Reading Subskills in First and Second Graders ... Page 3. RAPID NAMING AND READING 131 ...

Research paper thumbnail of The relationship between phonological and auditory processing and brain organization in beginning readers

Brain and language, 2013

We employed brain-behavior analyses to explore the relationship between performance on tasks meas... more We employed brain-behavior analyses to explore the relationship between performance on tasks measuring phonological awareness, pseudoword decoding, and rapid auditory processing (all predictors of reading (dis)ability) and brain organization for print and speech in beginning readers. For print-related activation, we observed a shared set of skill-correlated regions, including left hemisphere temporoparietal and occipitotemporal sites, as well as inferior frontal, visual, visual attention, and subcortical components. For speech-related activation, shared variance among reading skill measures was most prominently correlated with activation in left hemisphere inferior frontal gyrus and precuneus. Implications for brain-based models of literacy acquisition are discussed.

Research paper thumbnail of Neural correlates of implicit and explicit combinatorial semantic processing

Research paper thumbnail of The Neural Career of Sensory-motor Metaphors

Journal of Cognitive Neuroscience, 2011

The role of sensory-motor systems in conceptual understanding has been controversial. It has been... more The role of sensory-motor systems in conceptual understanding has been controversial. It has been proposed that many abstract concepts are understood metaphorically through concrete sensory-motor domains such as actions. Using fMRI, we compared neural responses with literal action (Lit; The daughter grasped the flowers), metaphoric action (Met; The public grasped the idea), and abstract (Abs; The public understood the idea) sentences of varying familiarity. Both Lit and Met sentences activated the left anterior inferior parietal lobule, an area involved in action planning, with Met sentences also activating a homologous area in the right hemisphere, relative to Abs sentences. Both Met and Abs sentences activated the left superior temporal regions associated with abstract language. Importantly, activation in primary motor and biological motion perception regions was inversely correlated with Lit and Met familiarity. These results support the view that the understanding of metaphoric action retains a link to sensory-motor systems involved in action performance. However, the involvement of sensory-motor systems in metaphor understanding changes through a gradual abstraction process whereby relatively detailed simulations are used for understanding unfamiliar metaphors, and these simulations become less detailed and involve only secondary motor regions as familiarity increases. Consistent with these data, we propose that anterior inferior parietal lobule serves as an interface between sensory-motor and conceptual systems and plays an important role in both domains. The similarity of abstract and metaphoric sentences in the activation of left superior temporal regions suggests that action metaphor understanding is not completely based on sensory-motor simulations but relies also on abstract lexical-semantic codes.

Research paper thumbnail of Neural Systems for Reading Aloud: A Multiparametric Approach

Research paper thumbnail of Activation of Sensory-Motor Areas in Sentence Comprehension

Research paper thumbnail of Impairments in verb morphology after brain injury: A connectionist model

Proceedings of The National Academy of Sciences, 1999

The formation of the past tense of verbs in English has been the focus of the debate concerning c... more The formation of the past tense of verbs in English has been the focus of the debate concerning connectionist vs. symbolic accounts of language. Brain-injured patients differ with respect to whether they are more impaired in generating irregular past tenses (TAKE-TOOK) or past tenses for nonce verbs (WUG-WUGGED). Such dissociations have been taken as evidence for distinct "rule" and "associative" memory systems in morphology and against the connectionist approach in which a single system is used for all forms. We describe a simulation model in which these impairments arise from damage to phonological or semantic information, which have different effects on generalization and irregular forms, respectively. The results provide an account of the bases of impairments in verb morphology and show that these impairments can be explained within connectionist models that do not use rules or a separate mechanism for exceptions.

Research paper thumbnail of Phonology and syntax in specific language impairment: Evidence from a connectionist model

Research paper thumbnail of Language Deficits in Dyslexic Children: Speech Perception, Phonology, and Morphology

Journal of Experimental Child Psychology, 2000

Research paper thumbnail of Specific language impairment: a deficit in grammar or processing

Trends in Cognitive Sciences, 1998

Research paper thumbnail of Using Connectionist Networks to Examine the Role of Prior Constraints in Human Learning

Research paper thumbnail of Modeling the Successes and Failures of Interventions for Disabled Readers

Scientific Studies of Reading, 2003