Michael W. Harm

Carnegie Mellon University, Pittsburgh, PA 
connectionist models of reading
"Michael Harm"
Mean distance: 18.19 (cluster 15)
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Dagerman KS, Macdonald MC, Harm MW. (2006) Aging and the use of context in ambiguity resolution: complex changes from simple slowing. Cognitive Science. 30: 311-45
Harm MW, Seidenberg MS. (2004) Computing the meanings of words in reading: cooperative division of labor between visual and phonological processes. Psychological Review. 111: 662-720
Foorman BR, Francis DJ, Davidson KC, et al. (2004) Variability in text features in six grade 1 basal reading programs Scientific Studies of Reading. 8: 167-197
Harm MW, McCandliss BD, Seidenberg MS. (2003) Modeling the Successes and Failures of Interventions for Disabled Readers Scientific Studies of Reading. 7: 155-182
Harm MW, Seidenberg MS. (2001) Are there orthographic impairments in phonological dyslexia? Cognitive Neuropsychology. 18: 71-92
Harm MW, Seidenberg MS. (1999) Phonology, reading acquisition, and dyslexia: insights from connectionist models. Psychological Review. 106: 491-528
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