Dejerine (1890) Patternson & Kay(1982) letter by letter reading letter by letter reading flood flude yacht yatchted Colthear
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1 1943 (Received October 26, 2012) Abstract (Tyler, Moss, Durrant-Peatfield & Levy, 2000) (Plaut & Shallice, 1993) ? The National Institute of Neurological Disorders and Stroke Dyslexia is a brain-based type of learning disability that specifically impairs a person s ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with spelling, phonological processing (the manipulation of sounds), and/or rapid visual-verbal responding. In adults, dyslexia usually occurs after a brain injury or in the context of dementia. It can also be inherited in some families and so on, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia. acquired dyslexia developing dyslexia 1943
2 Dejerine (1890) Patternson & Kay(1982) letter by letter reading letter by letter reading flood flude yacht yatchted Coltheart, Rastle, Perry, Langdon & Ziegler, 2001, GPC soof soot klack slack black orchestra symphony river ocean Plaut & Shallice, 1993, sym-pathy orchestra sympathy symphony orchestra 1.2
3 Warrington (Warrington, 1981; Warrington & McCarthy, 1983; Warrington & Shallice, 1984b; Warrington & McCarthy, 1994) Warrington letter by letter reading (Caramazza & Shelton, 1998) 2 (Warrington, 1981; Warrington & McCarthy, 1983; Warrington & Shallice, 1984a; Warrington & McCarthy, 1994) (Warrington & Shallice, 1984b; Warrington & McCarthy, 1983, 1987) Warrington Warrington (Farah & McClelland, 1991) 1.3 (Caramazza & Shelton, 1998)
4 1946 micro feature 1 0 (Patterson, Plaut, McClelland, Seidenberg, Behrmann & Hoges, 1996; Plaut & Shallice, 1993; Plaut, MaClelland & Seidenberg, 1995a; Plaut, 2001; Plaut, McClelland & Seidenberg, 1995b; Seidenberg, Plaut, Petersen, McClelland & McRae, 1994; Seidenberg, Petersen, Plaut & MacDonald, 1996; Seidenberg & McClelland, 1989; Devlin, Gonnerman, Andersen & Seidenberg, 1998) Tyler (2000) 1 Tyler (2000)
5 Tyler Tyler (2000) (Plaut & Shallice, 1993) 2. Tyler (Tyler, Moss, Durrant-Peat_eld & Levy, 2000) Plaut (Plaut, McClelland & Seidenberg, 1995b; Plaut, 2001) 2 Plaut & Shallice (1993)
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7 U x f(x), U x 1 = f( x) =. + wx 1 e a (1) x w a 4.0 (U h ) w ( ) U = f U + θ, (2) h i i h i I w i i U i i θ h h I U o U c (3) (4) ( w w ) U = f U + U + θ (3) o i i i i o i H i C ( w ) U = f U + θ (4) c i i c i O θ o θ c (τ 10) E= 1 u t, 2 ( ) 2 (5) i i t i i
8 1950 Δ w = η E, w (6) η η 0.01 w θ 0.1 w, θ n Plaut Shallice (1993)
9 1951 (Plaut, McClelland & Seidenberg, 1995b; Plaut, 2001) Tyler (2000) Tyler (2000) 2 Tyler (1, 0) (0, 1) 3 category 16 2 (1, 0) (0, 1) diag same Tyler (2000) 24 Tyler Category Diag Same same
10 Tyler (2000) 24 category 2, diag 16, same 24 10, Tyler category 1 (1, 0) (1, 0) 1 2 category category diag same 1 1
11 Category (n 100) 16 8 (1, 0) 8 (0, 1) diag same Category category Diag same Category 2 diag same Category
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14 Same , 10, Category diag same 4. diag Category same Category Same
15 1957 diag 6, 7, 8 Plaut (2001) 5. Category 2 1 1, 0 1 9, 10, 11 2
16 1958 Caramazza, A. & Shelton, J. (1998). Domain speci_c knowledge system in the brain: The animate-inanimate distinction. Journal of Cognitive Neuroscience, 10(1), Coltheart, M., Rastle, K., Perry, C., Langdon, R. & Ziegler, J. (2001). Drc: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, Devlin, J., Gonnerman, L., Andersen, E. & Seidenberg, M. (1998). Category-specific semantic deficits in focal and widespred brain damage: A computational account. journal of cognitive neuroscience, 10(1), Farah, M. J. & McClelland, J. L. (1991). A computational model of semantic memory impairment: Modality speci_city and emergent category specificity. Journal of Experimental Psychology: General, 120(4), Patterson, K. & Kay, J. (1982). Letter by letter reading: Psychological descriptions of a neurological syndrome. Quarterly Journal of Experimental Psychology, 34A(3), Patterson, K., Plaut, D. C., McClelland, J. L., Seidenberg, M. S., Behrmann, M. & Hoges, J. R. (1996). Connections and disconnections: A connectionist account of surface dyslexia. In J. Reggia & E. Ruppin (Eds.), Neural Modeling of cognitive and Brain Disorders (pp ). New York: World Scientific. Plaut, D. C. (2001). A connectionist approach to word reading and acquired dyslexia: Extension to sequential processing. In M. H. Chirstiansen & N. Charter (Eds.), Connectionist Psycholinguistics chapter 8, (pp ). Westport, CT: Ablex Publishing. Plaut, D. C., MaClelland, J. L. & Seidenberg, M. S. (1995a). Reading exception words and pseudowords: Are two routes really necessary? In J. P. Levy, D. Bairaktaris, J. A. Bullinaria & P. Cairns (Eds.), Proceedings of the Second Neural Computation and Psychology Workshop. London: University College London Press. Plaut, D. C., McClelland, J. L. & Seidenberg, M. S. (1995b). Reading exception words and pseudowords: Are two routes really necessary? In J. P. Levy, D. Bairaktaris, J. A. Bullinaria & P. Cairns (Eds.), Connectionist Models of Memory and Language (pp ). London: University College London Press. Plaut, D. C. & Shallice, T. (1993). Deep dyslexia: A case study of connectionist neuropsychology. Cognitive Neuropsychology, 10(5), Seidenberg, M. S. & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), Seidenberg, M. S., Petersen, A., Plaut, D. C. & MacDonald, M. C. (1996). Pseudohomophone effects and models of word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22(1), 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), Tyler, L., Moss, H., Durrant-Peatfield, M. & Levy, J. (2000). Conceptual structure and the structure of concepts: A distributed account of category-specific deficits. Brain and Language, 75, Warrington, E. & McCarthy, R. (1983). Category specific access dysphasia. Brain, 106, Warrington, E. & McCarthy, R. (1994). Multiple meaning systems in the brain: A case for visual semantics. Neuropsychologica, 32, Warrington, E. & Shallice, T. (1984a). Category-specific semantic impairment. Brain, 107, Warrington, E. K. (1981). Neuropsychological studies of verbal semantic systems. Phil. Trans. R. Soc. Lond. B, 295, Warrington, E. K. & McCarthy, R. (1987). Categories of knowledge further fracitonations and an attempted inte-
17 On Computer Simulations of Acquired Dyslexia by Attractor Neural Network Models 1959 gration. Brain, 110, Warrington, E. K. & Shallice, T. (1984b). Category specific semantic impairment. Brain, 107, keywords Attractor Neural Networks, Acquired Dyslexia, Identification task, Categorization task, Naming task On Computer Simulations of Acquired Dyslexia by Attractor Neural Network Models Shinichi Asakawa Abstract Acquired dyslexia has been investigated in detail by using attractor neural network models in computer simulations. These kinds of computer simulations had been known as mimicking the task performances of brain damaged patients. In the literature, the semantic errors in word reading tasks of patients with deep dyslexia could be simulated by this neural network model. In spite of the simple structure of this neural network model, the attractor neural networks have the possibilities to give an unified explanation to combine several neuropsychological symptoms of acquired dyslectic patients. In this study, it is investigated if these models would explain other neuropsychological symptoms. Those were included the delay of the naming latency for the objects, the object identification tasks, and the categorization tasks. The interaction between units in the output and cleanup layers make attractors and play an important role for showing these kinds of dyslexic symptoms. The removal of hidden units in this model could be identified as impairments by brain damages. It was observed the changes of the performances of this computer simulation model after brain damages. Some aspects of performances of dyslexic patients could emerge on the results by this artificial brain damages on computer. In conclusion, it can be referred as that these computer simulation models could be applicable some kinds of symptoms of neuropsychological data. If so, a kind of the unification to explain various neuropsychological phenomena might be done by these neural network models.
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