Jianfeng Yang|Hua Shu|Bruce D. McCandliss|Jason D. Zevin
Orthographic influences on division of labor in learning to read Chinese and English: Insights from computational modeling
Institute of Psychology, Chinese Academy of Sciences|Beijing Normal University|Vanderbilt University|Cornell University
learning read language requires learning map among print sound meaning writing systems differ number factors influence ease rate reading skill acquired well eventual division labor phonological semantic processes developmental reading disability manifests differently across writing systems may related different deficits constitutive processes simulate aspects reading acquisition chinese english using model writing systems contribution semantic phonological processing literacy acquisition two languages simulated including specific effects phonological semantic deficits demonstrate similar patterns performance observed model trained chinese english early bilingual results consistent view reading skill acquired application statistical learning rules mappings among print sound meaning differences typical disordered acquisition reading skill writing systems driven differences statistical patterns writing systems rather differences cognitive architecture learner