Lexical and syntactic structures in a connectionist model of reading multi-digit numbers

A connectionist model of reading aloud multi-digit numbers is proposed. Unlike earlier models, a model that has no prior knowledge is trained on this task; it is found that the model develops both a lexical route and a route that implements (syntactic) rules. Lesion studies of the model show that it can exhibit the double dissociation between patients, with either lexical or syntactical problems in number naming. Results are discussed in terms of the rules-versus-connections debate in cognitive science.

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