2021
Keppenne, V., Hopman, EWM., and Jackson, CN. (2021). Production-based training benefits the comprehension and production of grammatical gender in L2 German. Applied Psycholinguistics. https://doi.org/10.1017/S014271642100014X
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2020
Siegelman, N., Rueckl, J. G., Steacy, L. M., Frost, S. J., van den Bunt, M., Zevin, J. D., Seidenberg, M. S., Pugh, K. R., Compton, D. L., & Morris, R. D. (2020). Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills. Journal of Memory and Language, 114, 104145.
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Conant, L. L., Liebenthal, E., Desai, A., Seidenberg, M. S., & Binder, J. R. (2020). Differential activation of the visual word form area during auditory phoneme perception in youth with dyslexia. Neuropsychologia, 107543.
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Lange, K.V., Hopman, E.W.M., Zemla, J.C., & Austerweil, J.L. (2020). Evidence against the bilingual advantage for creativity and the semantic network theory of creativity. Plos ONE, 15 (6), e0234928. https://doi.org/10.1371/journal.pone.0234928
|PDF|OSF archive|
Koranda, M. J., Bulgarelli, F., Weiss, D. J., MacDonald, M. C. (2020). Is language production planning emergent from action planning? A preliminary investigation. Frontiers in Psychology, 11:1193.
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Rojas, C.E., Hopman, E.W.M., & MacDonald, M.C. (2020). How can you get better at learning a foreign language? Frontiers for Young Minds, 8 (42). https://doi.org/10.3389/frym.2020.00042
Schwering, S.C. & MacDonald, M.C. (2020). Verbal Working Memory as Emergent from Language Comprehension and Production. Frontiers in Human Neuroscience, 14:68.
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2018
Hopman, E.W.M. & MacDonald, M.C. (2018). Production Practice During Language Learning Improves Comprehension. Psychological Science, 29 (6), 961-971. https://doi.org/10.1177/0956797618754486
|PDF (journal website, restricted access)|PDF (manuscript, open access)|OSF archive|Video of conference talk|
|radio interviews: WORT (30 min) & WPR (our 10 min portion start at 11:40)|press releases: UW-Madision & APS|accessible summaries: OASIS & kudos|
Seidenberg, M.S. & MacDonald, M.C. (2018). The Impact of Language Experience on Language and Reading: A Statistical Learning Approach. Topics in Language Disorders, 38(1), 66-83.
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Perry, L.K., Mech, E.N., MacDonald, M.C., Seidenberg, M.S. (2018). Influences of speech familiarity on immediate perception and final comprehension. Psychonomic Bulletin & Review.
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Koranda, M.J., Zettersten, M. & MacDonald, M.C. (2018). Word frequency can affect what you choose to say. Proceedings of the 40th Annual Meeting of the Cognitive Science Society.
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MacDonald, M.C. & Hsiao, Y. (2018). Sentence Comprehension. In S-A. Rueschemeyer & G. Gaskell (eds). Oxford Handbook of Psycholinguistics, 2nd edition, (pp. 171-196). Oxford, UK: Oxford University Press.
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Hopman, E.W.M., Thompson, B., Austerweil, J.L., & Lupyan, G. (2018). Predictors of L2 word learning accuracy: A big data investigation. In T.T. Rogers, M. Rau, X. Zhu, & C.W. Kalish (Eds.), Proceedings of the 40th annual meeting of the Cognitive Science Society (pp. 511-516). Austin, TX: Cognitive Science Society.
|PDF|talk slides|OSF repository|
2017
Montag, J.L., Matsuki, K., Kim, J. Y., & MacDonald, M.C. (2017). Language Specific and Language General Motivations of Production Choices: A Multi-Clause and Multi-Language Investigation. Collabra: Psychology, 3(1), 20.
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Seidenberg, M.S. (2017). Language at the speed of sight: how we read, why so many can’t, and what can be done about it. New York: Basic Books.
|Web Page|
MacDonald, M.C. & Weiss, D.J. (2017). Structural priming, action planning, and grammar. Behavioral and Brain Sciences. 40, 34-35
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2016
Fernandino, L., Humphries, C.J., Conant, L., Seidenberg, M.S., Binder, J.R. (2016). Heteromodal cortical areas encode sensory-motor features of word meaning. J. Neuroscience.
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Hsiao, Y. & MacDonald, M.C. (2016). Production predicts comprehension: Animacy effects in Mandarin relative clause processing. Journal of Memory and Language. 89, 87-109.
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MacDonald, M.C. (2016). Memory limitations and chunking are variable and cannot explain language structure. Behavioral and Brain Sciences, 39, E84.
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MacDonald, M. C. (2016). Speak, act, remember: The language-production basis of serial order and maintenance in verbal memory. Current Directions in Psychological Science, 25(1), 47-53.
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MacDonald, M.C., Montag, J.L. & Gennari, S.P. (2016). Are there really syntactic complexity effects in sentence production? A reply to Scontras et al. (2015). Cognitive Science, 40, 513-518.
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2015
Fernandino, L., Binder, J.R., Desai, R.H., Pendl, S.L., Humphries, C.J., Gross, W., Conant, L.L., Seidenberg, M.S. (2015). Concept representation reflects multimodal abstraction: A framework for embodied semantics. Cerebral Cortex, 6, 2018-2034. PMCID: PMC 25750259.
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Montag, J.L. & MacDonald, M.C. (2015). Text exposure predicts spoken production of complex sentences in eight and twelve year old children and adults. Journal of Experimental Psychology: General, 144(2), 447-468.
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Willits, J., Amato, M.A., & MacDonald, M.C. (2015). Language knowledge and event knowledge in language use. Cognitive Psychology, 78, 1-27.
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Brown, M., Sibley, D., Washington, J., Rogers, T.T., Edwards, J.R., MacDonald, M.C., & Seidenberg. M.S. (2015). Impact of dialect use on a basic component of learning to read. Frontiers in Psychology, 6, 196.
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Treiman, R., Seidenberg, M. S., & Kessler, B. (2015). Influences on spelling: evidence from homophones. Language, Cognition and Neuroscience, 30(5), 544-554.
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Fernandino, L., Humphries, C.J., Seidenberg, M.S., Gross, W.L., Conant, L.L., & Binder, J.R. (2015). Predicting brain activation patterns associated with individual lexical concepts based on five sensory-motor attributes, Neuropsychologia, 76, 17-26. PMID: 25863238.
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2014
Cox, C.R., Seidenberg, M.S., & Rogers, T.T. (2015). Connecting functional brain imaging and Parallel Distributed Processing, Language, Cognition and Neuroscience, 30, 380-394.
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Hsiao, Y., Gao, Y., & MacDonald M.C. (2014). Agent-patient similarity affects sentence structure in language production: Evidence from subject omissions in Mandarin. Frontiers in Psychology, 5, 1015.
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Montag, J.L., & MacDonald, M.C. (2014). Visual salience modulates structure choice in relative clause production. Language and Speech, 57(2), 163-180.
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Edwards, J., Gross, M., Chen, J., MacDonald, M. C., Kaplan, D., Brown, M., & Seidenberg, M. S. (2014). Dialect Awareness and Lexical Comprehension of Mainstream American English in African American English–Speaking Children. Journal of Speech, Language, and Hearing Research, 57(5), 1883-1895.
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Pugh, K., Frost, S., Rothman, D., Hoeft, F., Del Tufo, S., Mason, G., Molfese, P., Mencl, E., Grigorenko, E., Landi, N., Preston, J., Jacobsen, L., Seidenberg, M., and Fulbright, R. (2014). Glutamate and choline levels predict individual differences in reading ability in emergent readers. Journal of Neuroscience, 34, 4082– 4089. PMCID: PMC3951703.
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Willits, J., Seidenberg, M., & Saffran, J. (2014). Distributional structure in language: Contributions to difficulty differences in infant word recognition. Cognition, 132, 429-436.
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Graves, W. W., Binder, J. R., Desai, R. H., Humphries, C. O., Stengel, B. C., & Seidenberg, M. S. (2014). Anatomy is strategy: Skilled reading differences associated with structural connectivity differences in the reading network. Brain & Language, 133, 1-13.
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Seidenberg, M. S. (2012). Original Seidenberg commentary on Frost (2012).
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Seidenberg, M. S., & Plaut, D. C. (2014). Quasiregularity and Its Discontents: The Legacy of the Past Tense Debate. Cognitive Science, 38(6), 1190-1228.
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Diehl, J.J., Frost, S.J., Sherman, G., Mencl, W.E., Kurian, A., Molfese, P., Landi, N., Preston, J., Soldan, A., Fulbright, R.K., Rueckl, J., Seidenberg, M.S., & Pugh, K.R. (2014). Neural correlates of language and non-language visuospatial processing in adolescents with reading disability. NeuroImage, 101, 653-666. PMCID: PMC4167780.
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2013
Desai, R. H., Binder, J. R., Park, H. X., & Seidenberg, M. S. (2013). A piece of the action: Modulation of sensory-motor regions by action idioms and metaphors. NeuroImage, 83, 862-869.
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Seidenberg, M. S. (2013). The Gladwell Pivot. Language Log. A blog post about whether dyslexia is a “desirable difficulty.”
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Willits, J. A., Wojcik, E. H., Seidenberg, M. S., & Saffran, J. R. (2013). Toddlers activate lexical semantic knowledge in the absence of visual referents: evidence from auditory priming. Infancy, 18(6), 1053-1075.
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Bavelier, D., Green, C. S., & Seidenberg, M. S. (2013). Cognitive development: gaming your way out of dyslexia?. Current Biology, 23(7), R282-R283.
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Seidenberg, M. S. (2013). The science of reading and its educational implications. Language Learning and Development, 9(4), 331-360.
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Pugh, K. R., Landi, N. N., Preston, J. L., Mencl, E. W., Austin, A. C., Sibley, D. O., Fulbright, R. K., Seidenberg, M. S., Grigorenko, E. L., Constable, T. R., Molfese, P. P., & Frost, S. J. (2013). The relationship between phonological and auditory processing and brain organization in beginning readers. Brain and Language, 125(2), 173-183. |PDF|
Graves, W. W., Binder, J. R., & Seidenberg, M. S. (2013). Noun–noun combination: Meaningfulness ratings and lexical statistics for 2,160 word pairs. Behavior research methods, 45(2), 463-469.
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Mano, Q. R., Humphries, C., Desai, R. H., Seidenberg, M. S., Osmon, D. C., Stengel, B. C., & Binder, J. R. (2013). The role of left occipitotemporal cortex in reading: reconciling stimulus, task, and lexicality effects. Cerebral Cortex, 23(4), 988-1001.
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Washington, J., Terry, N., & Seidenberg, M. (2013). Language Variation and Literacy Learning: The Case of African American English. In CA Stone., ER Silliman., BJ Ehren., & KA Apel. (Eds.), Handbook of language and literacy: Development and disorders, 2nd Edition (pp. 204-221). Guilford Press.
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Mirkovic, J., & MacDonald, M. C. (2013). When singular and plural are both grammatical: Semantic and morphophonological effects in agreement. Journal of Memory and Language, 69(3), 277-298.
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MacDonald, M. C. (2013). Production is at the left edge of the PDC but still central: Response to commentaries. Frontiers in Psychology, 4(227), 1-3.
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MacDonald, M. C. (2013). How language production shapes language form and comprehension. Frontiers in Psychology, 4(226), 1-16.
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Hsiao, Y. & MacDonald, M.C. (2013). Experience and generalization in a connectionist model of Mandarin Chinese relative clause processing. Frontiers in Psychology, 4, 767.
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Montag, J.L. & MacDonald, M.C. (2013). Choice of referring expression subject to visual context, linguistic context, and competition. In Proceedings of Pre-Cogsci 2013: Production of referring expressions: Bridging the gap between cognitive and computational approaches to reference. Berlin, Germany.
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2012
Seidenberg, M. S. (2012). Computational models of reading: Connectionist and dual-route approaches. In M. Spivey., K. McRae., & M. Joanisse. (Eds.), Cambridge Handbook of Psycholinguistics (pp. 186-203). Cambridge University Press.
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Graves, W. W., Binder, J. R., Seidenberg, M. S., & Desai, R. H. (2012). Neural Correlates of Language Production and Comprehension. In Reading Aloud. In M. Faust. (Ed.), Handbook of the Neuropsychology of Language (pp. 167-183). Wiley-Blackwell.
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Seidenberg, M. S. (2012). Politics (of reading) makes strange bedfellows. Perspectives on Language and Literacy, 38(3), 9-11.
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Seidenberg, M. S. (2012). Writing systems: Not optimal, but good enough. Behavioral and brain sciences, 35(5), 305-307.
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Gennari, S. P., Mirkovic, J., & MacDonald, M. C. (2012). Animacy and competition in relative clause production: A cross-linguistic investigation. Cognitive Psychology, 65(2), 141-176.
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2011
Seidenberg, M. S. (2011). Reading in Different Writing Systems: One Architecture, Multiple Solutions. In P. McCardle., J. Ren., & O. Tzeng. (Eds.), Across languages: Orthography and the Gene-Brain-Behavior Link. Paul Brooke Publishing.
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Mirkovic, J., Seidenberg, M. S., & Joanisse, M. F. (2011). Probabilistic Nature of Inflectional Structure: Insights from a Highly Inflected Language. Cognitive Science, 35(4), 638-681.
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Seidenberg, M. S. (2011). What causes dyslexia?: comment on Goswami. Trends in Cognitive Sciences, 15(1), 2.
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Seidenberg, M. S. (2011). In Alan G. Lesgold., & Melissa R. Welch-Ross (Eds.), Improving adult literacy: Options for practice and research. National Academy of Science.
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Desai, R. H., Binder, J. R., Conant, L. L., Mano, Q. R., & Seidenberg, M. S. (2011). The neural career of sensory-motor metaphors. Journal of Cognitive Neuroscience, 23(9), 2376-2386.
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Rogers, T. T., & Seidenberg, M. S. (2011). Distinguishing literal from metaphorical applications of Bayesian approaches. Behavioral and Brain Sciences, 34(4), 211-212.
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Acheson, D. J., & MacDonald, M. C. (2011). The rhymes that the reader perused confused the meaning: Phonological effects during on-line sentence comprehension. Journal of Memory and Language, 65(2), 193-207.
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Acheson, D. J., MacDonald, M. C., & Postle, B. R. (2011). The Effect of Concurrent Semantic Categorization on Delayed Serial Recall. Journal of Experimental Psychology: Learning, Memory and Cognition, 37(1), 44–59.
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2010
Desai, R. H., Binder, J. R., Conant, L. L., & Seidenberg, M. S. (2010). Activation of sensory-motor areas in sentence comprehension. Cerebral Cortex, 20(2), 468-478.
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Sahni, S. D., Seidenberg, M. S., & Saffran, J. R. (2010). Connecting Cues: Overlapping Regularities Support Cue Discovery in Infancy. Child Development, 81(3), 727-736.
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Sibley, D. E., Kello, C. T., & Seidenberg, M. S. (2010). Learning orthographic and phonological representations in models of monosyllabic and bisyllabic naming. European Journal of Cognitive Psychology, 22(5), 650-668.
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Pierpont, E. I., Weismer, S. E., Roberts, A. E., Tworog-Dube, E., Pierpont, M. E., Mendelsohn, N. J., & Seidenberg, M. S. (2010). The language phenotype of children and adolescents with Noonan syndrome. Journal of Speech, Language, and Hearing Research, 53(4), 917-932.
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McClelland, J. L., Botvinick, M. M., Noelle, D. C., Plaut, D. C., Rogers, T. T., Seidenberg, M. S., & Smith, L. B. (2010). Letting structure emerge: Connectionist and dynamical systems approaches to cognition. Trends in Cognitive Sciences, 14(8), 348-356.
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Pierpont, E. I., Pierpont, M. E., Menelsohn, N., Roberts, A. E., Tworog-Dube, E., Rauen, K. A., & Seidenberg, M. S. (2010). Effects of germline mutations in the Ras/MAPK signaling pathway on adaptive behavior: Noonan syndrome and cardiofaciocutaneous syndrome. American J. Medical Genetics Part A, 152A(3), 591-600.
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Graves, W. W., Desai, R., Humphries, C., Seidenberg, M. S., & Binder, J. R. (2010). Neural systems for reading aloud: A multiparametric approach. Cerebral Cortex, 20(8), 1799-1815.
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Graves, W. W., Binder, J. R., Desai, R. H., Conant, L. L., & Seidenberg, M. S. (2010). Neural correlates of implicit and explicit combinatorial semantic processing. NeuroImage, 53(2), 638-646.
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Amato, M. S., & MacDonald, M. C. (2010). Sentence processing in an artificial language: Learning and using combinatorial constraints. Cognition, 116(1), 143–148.
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Haskell, T. R., Thornton, R., & MacDonald, M. C. (2010). Experience and grammatical agreement: Statistical learning shapes number agreement production. Cognition, 114(2), 151–164.
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Acheson, D. J., Postle, B. R., & MacDonald, M. C. (2010). The interaction of concreteness and phonological similarity in verbal working memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(1), 17-36.
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2009
Pierpont, E. I., Pierpont, M. E., Mendelsohn, N. J., Roberts, A. E., Tworog-Dube, E., & Seidenberg, M. S. (2009). Genotype differences in cognitive functioning in Noonan syndrome. Genes, Brain, and Behavior, 8(3), 275-282.
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Seidenberg, M. S. (2009). Taking educational research to school. Science,325(5946), 1340.
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Sibley, D. E., Kello, C. T., & Seidenberg, M. S. (2009). Error, error everywhere: A look at megastudies of word reading. In N. Taatgen., & H. van Rijn. (Eds.), Proceedings of the 2009 Meeting of the Cognitive Science Society (pp. 1036-1041). Austin, TX: Cognitive Science Society.
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Acheson, D. J., & MacDonald, M. C. (2009). Verbal Working Memory and Language Production: Common Approaches to the Serial Ordering of Verbal Information. Psychological Bulletin, 135(1), 50-68.
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Wells, J. B., Christiansen, M. H., Race, D. S., Acheson, D. J., & MacDonald, M. C. (2009). Experience and sentence comprehension: Statistical learning and relative clause comprehension. Cognitive Psychology, 58(2), 250-271.
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Gennari, S. P., & MacDonald, M. C. (2009). Linking production and comprehension processes: The case of relative clauses. Cognition, 111(1), 1-23.
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Acheson, D. J., & MacDonald, M. C. (2009). Twisting tongues and memories: Explorations of the relationship between language production and verbal working memory. Journal of Memory and Language, 60(3), 329-350.
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Almor, A., Aronoff, J. M., MacDonald, M. C., Gonnerman, L. M., Kempler, D., Hintiryan, H., Hayes, U. L., Arunachalam, S., & Andersen, E. S. (2009). A common mechanism in verb and noun naming deficits in Alzheimer’s patients. Brain and Language, 111(1), 8-19.
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Montag, J. L., & MacDonald, M. C. (2009). Word order doesn’t matter: Relative clause production in English and Japanese. In Proceedings of the 31st annual conference of the Cognitive Science Society (pp. 2594-2599). Austin, TX: Cognitive Science Society.
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MacDonald, M. C., & Thornton, R. (2009). When language comprehension reflects production constraints: Resolving ambiguities with the help of past experience. Memory & Cognition, 37(8), 1177-1186.
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Christiansen, M. H., & MacDonald, M. C. (2009). A usage-based approach to recursion in sentence processing. Language Learning, 59(1), 126-161.
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2008
Pugh, K. R., Frost, S. J., Sandak, R., Landi, N., Rueckl, J. G., Constable, R. T., Seidenberg, M. S., Fulbright, R. K., Katz, L., & Mencl, W. E. (2008). Effects of stimulus difficulty and repetition on printed word identification: An fMRI comparison of nonimpaired and reading-disabled adolescent cohorts. Journal of Cognitive Neuroscience, 20(7), 1146-1160.
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Mirkovic, J., Seidenberg, M. S., & MacDonald, M. C. (2008). Acquisition and Representation of Grammatical Categories: Grammatical Gender in a Connectionist Network. In B. C. Love., K. McRae., & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 1954-1959). Austin, TX: Cognitive Science Society.
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Gennari, S. P., & MacDonald, M. C. (2008). Semantic indeterminacy in object relative clauses. Journal of Memory and Language, 58(2), 161-187.
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Acheson, D. J., Wells, J. B., & MacDonald, M. C. (2008). New and updated tests of print exposure and reading abilities in college students. Behavior Research Methods, 40(1), 278-289.
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2007
Gennari, S. P., MacDonald, M. C., Postle, B. R., & Seidenberg, M. S. (2007). Context-dependent interpretation of words: Evidence for interactive neural processes. Neuroimage, 35(3), 1278-1286.
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Keidel, J. L., Jenison, R. L., Kluender, K. R., & Seidenberg, M. S. (2007). Does grammar constrain statistical learning? Commentary on Bonatti, Peña, Nespor, and Mehler (2005). Psychological Science, 18(10), 922-923.
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Bruno, J., Manis, F., Keating, P., Sperling, A., Nakamoto, J., & Seidenberg, M. S. (2007). Auditory word identification in dyslexic and normally achieving readers. Journal of Experimental Child Psychology, 97(3), 125-154.
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Seidenberg, M. S., MacDonald, M. C., & Haskell, T. R. (2007). Semantics and phonology constrain compound formation. The Mental Lexicon, 2(3), 287-312.
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Gonnerman, L., Seidenberg, M. S., & Andersen, E. (2007). Graded semantic and phonological similarity effects in priming: Evidence for a distributed connectionist approach to morphology. Journal of Experimental Psychology: General, 136(2), 323-345.
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2006
Seidenberg, M. S., & Zevin, J. D. (2006). Connectionist models in developmental cognitive neuroscience: Critical periods and the paradox of success. In Y. Munakata., & M. Johnson. (Eds.), Processes of Change in Brain and Cognitive Development. Attention and Performance XXI (pp. 315-347). Oxford, UK: Oxford University Press.
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Zevin, J. D., & Seidenberg, M. S. (2006). Simulating consistency effects and individual differences in nonword naming: A comparison of current models. Journal of Memory and Language, 54(2), 145-160.
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Sperling, A. J., Lu, Z., Manis, F. R., & Seidenberg, M. S. (2006). Motion perception deficits and reading impairment: It’s the noise, not the motion. Psychological Science, 17(12), 1047-1053.
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Seidenberg, M. S., & Plaut, D. C. (2006). Progress in understanding word reading: Data fitting versus theory building. In S. Andrews. (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 25-49). Hove, UK: Psychology Press.
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MacDonald, M. C., & Seidenberg, M. S. (2006). Constraint satisfaction accounts of lexical and sentence comprehension. In M. J. Traxler., & M. A. Gernsbacher. (Eds.), Handbook of Psycholinguistics, 2nd Edition (pp. 581-611). London: Elsevier Inc.
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Seidenberg, M. S. (2006). Connectionist Models of Reading. In Gareth Gaskell. (Ed.), The Oxford Handbook of Psycholinguistics (pp. 235-25). Oxford University Press.
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Dagerman, K. S., MacDonald, M. C., & Harm, M. W. (2006). Aging and the use of context in ambiguity resolution: complex changes from simple slowing. Cognitive Science, 30(2), 311-345.
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Gennari, S. P., & MacDonald, M. C. (2006). Acquisition of negation and quantification: Insights from adult production and comprehension. Language Acquisition, 13(2), 125-168.
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Patterson, K., & MacDonald, M. C. (2006). Sweet nothings: Narrative speech in semantic dementia. In S. Andrews. (Ed.), From inkmark to ideas: Current issues in lexical processing (pp. 299-317). Hove, UK: Psychology Press.
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2005
Mirković, J., MacDonald, M. C., & Seidenberg, M. S. (2005). Where does gender come from? Evidence from a complex inflectional system. Language and Cognitive Processes, 20(1-2), 139-168.
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Joanisse, M. F., & Seidenberg, M. S. (2005). Imaging the past: Neural activation in frontal and temporal regions during regular and irregular past tense processing. Cognitive, Affective, and Behavioral Neurosciences, 5(3), 282-296.
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Seidenberg, M. S. (2005). Connectionist models of word reading. Current Directions in Psychological Science, 14(5), 238-242.
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Sperling, A. J., Lu, Z., Manis, F. R., & Seidenberg, M. S. (2005). Deficits in perceptual noise exclusion in developmental dyslexia. Nature Neuroscience, 8(7), 862-863.
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Haskell, T. R., & MacDonald, M. C. (2005). Constituent structure and linear order in language production: Evidence from subject verb agreement. Journal of Experimental Psychology: Learning, Memory and Cognition, 31(5), 891-904.
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2004
Bailey, C. E., Manis, F. R., Pedersen, W. C., & Seidenberg, M. S. (2004). Variation among developmental dyslexics: Evidence from a printed-word-learning task. Journal of Experimental Child Psychology, 87(2), 125-154.
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Harm, M. W., & Seidenberg, M. S. (2004). Computing the Meanings of Words in Reading: Cooperative Division of Labor Between Visual and Phonological Processes. Psychological Review, 111(3), 662-720.
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Zevin, J. D., & Seidenberg, M. S. (2004). Age of acquisition effects in reading aloud: Tests of cumulative frequency and frequency trajectory. Memory & Cognition, 32(1), 31-38.
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Zevin, J. D., Seidenberg, M. S., & Bottjer, S. W. (2004). Limits on reacquisition of song in adult zebra finches exposed to white noise. Journal of Neuroscience, 24(26), 5849-5862.
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2003
Haskell, T. R., MacDonald, M. C., & Seidenberg, M. S. (2003). Language learning and innateness: Some implications of compounds research. Cognitive Psychology, 47(2), 119-163.
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Seidenberg, M. S., MacDonald, M. C., & Saffran, J. R. (2003). Are there limits to statistical learning? Science, 300(5616), 53-54.
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Joanisse, M. F., & Seidenberg, M. S. (2003). Phonology and syntax in specific language impairment: Evidence from a connectionist model. Brain and Language, 86(1), 40-56.
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Bird, H., Lambon Ralph, M. A., Seidenberg, M. S., McClelland, J. L., & Patterson, K. (2003). Deficits in phonology and past-tense morphology: What’s the connection? Journal of Memory and Language, 48(3), 502-526.
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Harm, M. W., McCandliss, B. D., & Seidenberg, M. S. (2003). Modeling the successes and failures of interventions for disabled readers. Scientific Studies of Reading, 7(2), 155-182.
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Seidenberg, M. S., & Arnoldussen, A. (2003). The brain makes a distinction between hard and easy stimuli: Comments on Baretta et al. Brain and Language, 85(3), 527-530.
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Sperling, A. J., Lu, Z., Manis, F. R., & Seidenberg, M. S. (2003). Selective magnocellular deficits in dyslexia: a “phantom contour” study. Neuropsychologia, 41(10), 1422-1429.
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Keidel, J. L., Zevin, J. D., Kluender, K. R., & Seidenberg, M. S. (2003). Modeling the role of native language knowledge in perceiving nonnative speech contrasts. In M. J. Solé, D. Recasens, & J. Romero (Eds.), Proceedings of the 15th International Congress of Phonetic Sciences (pp. 2221-2224). Barcelona, Spain: International Phonetic Association.
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Thornton, R., & MacDonald, M. C. (2003). Plausibility and grammatical agreement. Journal of Memory and Language, 48(4), 740-759.
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Haskell, T. R., & MacDonald, M. C. (2003). Conflicting cues and competition in subject-verb agreement. Journal of Memory and Language, 48(4), 760-778.
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Race, D. S., & MacDonald, M. C. (2003). The use of “that” in the production and comprehension of object relative clauses. In Richard Alterman & David Kirsh (Eds.), Proceedings of the 25th Annual Meeting of the Cognitive Science Society (pp. 946-951). Boston, MA: Cognitive Science Society.
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2002
Seidenberg, M. S., MacDonald, M. C., & Saffran, J. R. (2002). Does grammar start where statistics stop? Science, 298(5593), 553-554.
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Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2002). How should reading be taught? Scientific American, 286(3), 84-91.
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Strain, E., Patterson, K., & Seidenberg, M. S. (2002). Theories of word naming interact with spelling-sound consistency. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28(1), 207-214.
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MacDonald, M. C., & Christiansen, M. H. (2002). Reassessing working memory: A comment on Just & Carpenter (1992) and Waters & Caplan (1996). Psychological Review, 109(1), 35-54.
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Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How Psychological Science Informs the Teaching of Reading. Psychological Science in the Public Interest Monograph, 2(2), 31-74.
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2001
Harm, M. W., & Seidenberg, M. S. (2001). Are There Orthographic Impairments In Phonological Dyslexia? Cognitive Neuropsychology, 18(1), 71-92.
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MacDonald, M. C., Almor, A., Henderson, V. W., Kempler, D., & Andersen, E. S. (2001). Assessing working memory and language comprehension in Alzheimer’s Disease. Brain and Language, 78(1), 17-42.
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Almor, A., MacDonald, M. C., Kempler, D., Andersen, E. S., & Tyler, L. K. (2001). Comprehension of long distance number agreement in probable Alzheimer’s Disease. Language and Cognitive Processes, 16(1), 35-63.
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2000
Seidenberg, M. S., & Gonnerman, L. M. (2000). Explaining derivational morphology as the convergence of codes. Trends in Cognitive Sciences, 4(9), 353-361.
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McClelland, J. L., & Seidenberg, M. S. (2000). Why do kids say goed and brang? Review of S. Pinker, Words and Rules. Science, 287(5450), 47-48.
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Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. (2000). Language Deficits in Dyslexic Children: Speech Perception, Phonology and Morphology. Journal of Experimental Child Psychology, 77(1), 30-60.
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Thornton, R., MacDonald, M. C., & Arnold, J. E. (2000). The concomitant effects of phrase length and informational content in sentence comprehension. Journal of Psycholinguistic Research, 29(2), 195-203.
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1990s
Seidenberg, M. S., & MacDonald, M. C. (1999). A probabilistic constraints approach to language acquisition and processing. Cognitive Science, 23(4), 569-588.
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Joanisse, M. F., & Seidenberg, M. S. (1999). Impairments in verb morphology after brain injury: A connectionist model. Proceedings of the National Academy of Sciences, 96(13), 7592-7597.
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Seidenberg, M. S., & Elman, J. L. (1999). Networks are not “hidden rules.” Trends in Cognitive Science, 3(8), 288-289.
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Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106(3), 491-528.
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Seidenberg, M. S., & Elman, J. L. (1999). Do infants learn grammar with algebra or statistics? Science, 284(5413), 433.
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Allen, J., & Seidenberg, M. S. (1999). The emergence of grammaticality in connectionist networks. In B. MacWhinney (Ed.), Emergentist Approaches to Language: proceedings of the 28th Carnegie symposium on cognition (pp. 115-151). Hillsdale, NJ: Lawrence Earlbaum Associates.
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Seidenberg, M. S. (1999). Visual word recognition. MIT Encyclopedia of Cognitive Science. Cambridge, MA: MIT Press.
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Seidenberg, M. S., & MacDonald, M. C. (1999). A probabilistic constraints approach to language acquisition and processing. Cognitive Science, 23(4), 569-588.
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Thornton, R., MacDonald, M. C., & Gil, M. (1999). Pragmatic constraint on the interpretation of complex noun phrases in Spanish and English. Journal of Experimental Psychology: Learning, Memory & Cognition, 25(6), 1347-1365.
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MacDonald, M. C. (1999). Distributional information in language comprehension, production, and acquisition: Three puzzles and a moral. In B. MacWhinney. (Ed.), The Emergence of Language (pp. 177-196). Mahwah, NJ: Erlbaum.
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Joanisse, M. F., & Seidenberg, M. S. (1998). Functional bases of phonological universals: A connectionist approach. Proceedings of the 24th Annual Meeting of the Berkeley Linguistics Society (pp. 335-345). Berkley, CA: Berkeley Linguistics Society.
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Joanisse, M. F., & Seidenberg, M. S. (1998). Specific language impairment: a deficit in grammar or processing? Trends in Cognitive Sciences, 2(7), 240-247.
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Christiansen, M. H., Allen, J., & Seidenberg, M. S. (1998). Learning to segment speech using multiple cues: A connectionist model. Language and Cognitive Processes, 13(2-3), 221-268.
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Seidenberg, M. S., & Hoeffner, J. H. (1998). Evaluating behavioral and neuroimaging data on past tense processing. Language, 74(1), 104-122.
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Stallings, L. M., MacDonald, M. C., & O’Seaghdha, P. G. (1998). Phrasal ordering constraints in sentence production: Phrase length and verb disposition in heavy-NP shift. Journal of Memory and Language, 39(3), 392-417.
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Thornton, R., Gil, M., & MacDonald, M. C. (1998). Accounting for Cross-Linguistic Variation: A Constraint-Based Perspective. In D. Hillert. (Ed.), Syntax and Semantics, Vol. 31: A crosslinguistic perspective (pp. 211-225). San Deigo, CA: Academic Press.
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Joanisse, M. F., & Seidenberg, M. S. (1997). [i e a u] and Sometimes [o]: Perceptual and computational constraints on vowel inventories. Proceedings of the 15th Annual Conference of the Cognitive Science Society.
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Seidenberg, M. S. (1997). Language acquisition and use: Learning and applying probabilistic constraints. Science, 275(5306), 1599-1604.
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McRae, K., de Sa, V. R., & Seidenberg, M. S. (1997). On the nature and scope of featural representations of word meaning. Journal of Experimental Psychology: General, 126(2), 99-130.
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Seidenberg, M. S., Petersen, A., MacDonald, M. C., & Plaut, D. C. (1996). Pseudohomophone effects and models of word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22(1), 48-62.
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Manis, F. R., Seidenberg, M. S., Doi, L. M., McBride-Chang, C., & Peterson, A. (1996). On the bases of two subtypes of developmental dyslexia. Cognition, 58(2), 157-195.
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Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103(1), 56-115.
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Strain, E., Patterson, K., & Seidenberg, M. S. (1995). Semantic effects in single-word naming. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(5), 1140-1154.
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MacDonald, M. C., Pearlmutter, N. J., & Seidenberg, M. S. (1994). The lexical nature of syntactic ambiguity resolution. Psychological Review, 101(4), 676-703.
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Seidenberg, M. S., Plaut, D. C., Petersen, A. S., McClelland, J. L., & McRae, K. (1994). Nonword pronunciation and models of word recognition. Journal of Experimental Psychology: Human Perception and Performance, 20(6), 1177-1196.
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Seidenberg, M. S. (1994). Language and connectionism: The developing interface. Cognition, 50(1), 385-401.
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MacDonald, M. C. (1994). Probabilistic constraints and syntactic ambiguity resolution. Language and Cognitive Processes, 9(2), 157-201.
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McBride-Chang, C., Manis, F. R., Seidenberg, M. S., Custodio, R. G., & Doi, L. M. (1993). Print exposure as a predictor of word reading and reading comprehension in disabled and nondisabled readers. Journal of Educational Psychology, 85(2), 230-238.
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Daugherty, K. G., MacDonald, M. C., Petersen, A. S., & Seidenberg, M. S. (1993). Why no mere mortal has ever flown out to center field but people often say they do. Proceedings of the Fifteenth Annual Conference of the Cognitive Science Society (pp. 383-388).
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Seidenberg, M. S. (1992). Connectionism without tears. In S. Davis. (Ed.), Connectionism: Theory and practice (pp. 84-122). New York, NY: Oxford University Press.
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Jared, D., & Seidenberg, M. S. (1991). Does word identification proceed from spelling to sound to meaning? Journal of Experimental Psychology: General, 120(4), 358-394.
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Seidenberg, M. S., & McClelland, J. L. (1990). More words but still no lexicon: Reply to Besner et al. (1990). Psychological Review, 97(3), 447-452.
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Jared, D., & Seidenberg, M. S. (1990). Naming multisyllabic words. Journal of Experimental Psychology: Human Perception and Performance, 16(1), 92-105.
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Older
Seidenberg, M. S., & McClelland, J. L. (1989). A distributed developmental model of word recognition and naming. Psychological Review, 96(4), 523-568.
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Seidenberg, M.S. (1987). Sublexical Structures in Visual Word Recognition: Access Units or Orthographic Redundancy? In N. Coltheart (Ed.), The Psychology of reading (Attention & Performance XII) (pp. 245-263). Hove, UK: Lawrence Erlbaum Associates.
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Seidenberg, M. S. (1985). Evidence from great apes concerning the biological bases of language. In A. Marras., & W. Demopolous. (Eds.), Language learnability and concept acquisition. Ablex.
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Waters, G. S., Seidenberg, M. S., Bruck, M. (1984). Children’s and adults’ use of spelling-sound information in three reading tasks. Memory and Cognition, 12(3), 293-305.
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Tanenhaus, M. K., Flanigan, H. P., Seidenberg, M. S. (1980). Orthographic and phonological activation in auditory and visual word recognition. Memory and Cognition, 8, 513-520.
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Seidenberg, M. S., and Tanenhaus, M. K. (1979). Orthographic effects on rhyme monitoring. Journal of
Experimental Psychology: Human Learning and Memory, 5, 546-554.
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Straub, R. O., Seidenberg, M. S., Bever, T. G., & Terrace, H. S. (1979). Serial learning in the pigeon. Journal of the Experimental Analysis of Behavior, 32, 137-148.
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Seidenberg, M. S., Petitto, L. A. (1979). Signing behavior in apes: A critical review. Cognition, 7, 177-215.
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