These learned GPCs are tested in conjunction with the dual-route cascaded model of reading aloud. It simulates the implicit deduction of GPCs. This study describes the design and testing of a new grapheme–phoneme correspondence (GPC) rule learning model (GPC-LM), based on earlier work by Coltheart, Curtis, Atkins, and Haller. Decoding can be taught explicitly, or implicitly learned during instruction on whole word spellings and pronunciation. Understanding how this skill is acquired is therefore important for characterising reading difficulties. more Phonological decoding is central to learning to read, and deficits in its acquisition have been linked to reading disorders such as dyslexia. Phonological decoding is central to learning to read, and deficits in its acquisition have been l. We present here a thorough account of this new model and its theoretical commitments, and also present the results from a range of simu. This model allows a quantitative exploration of the complex interaction between sublexical knowledge, contextual ambiguity and word regularity associated with learning to read English, all while effectively simulating the self-teaching hypothesis in action. In this research, we simulated the self-teaching hypothesis using an adapted version of the dual-route cascaded (DRC) model of visual word recognition and reading aloud. A computational cognitive model affords greater rigour than is possible when considering a purely verbal cognitive theory. Despite being highly regarded and supported by a good deal of empirical investigation, the self-teaching hypothesis has not been widely explored computationally. more The self-teaching hypothesis (Share, 1995) describes a psychologically plausible process by which people learn to read without constant supervision. The self-teaching hypothesis (Share, 1995) describes a psychologically plausible process by which. We discuss theoretical implications for understanding self-representation as well as practical implications for VR experiment design, including the suitability of consumer-based VR technology in research settings. We provide evidence that each type of cue can independently and non-hierarchically influence self-representation yet none of these cues strictly constrains or gates the influence of the others. Our results show that these cues differentially influence embodiment, agency, and presence.
![curtis model pc1d curtis model pc1d](https://pubs.rsc.org/image/article/2013/ta/c3ta10987a/c3ta10987a-f3.gif)
Using consumer-grade Oculus Rift VR technology, and a new implementation of the Virtual Hand Illusion, we systematically manipulated visual form plausibility, visual–tactile synchrony, and visual–proprioceptive spatial offset to explore their influence on self-representation. As a first step toward addressing this issue, we manipulated a range of cues relevant to these components of self-representation within a single experimental context. However, the degree to which this may be true remains unclear when they are independently studied.
![curtis model pc1d curtis model pc1d](https://pubs.rsc.org/image/article/2013/ta/c3ta10987a/c3ta10987a-f2.gif)
Given that each component involves the integration of multiple cues within and across sensory modalities, they may rely on similar underlying mechanisms. For example, embodiment has been explored in bodily illusions agency has been investigated in hypnosis research and presence has been primarily studied in the context of Virtual Reality (VR) technology. more The concept of self-representation is commonly decomposed into three component constructs (sense of embodiment, sense of agency, and sense of presence), and each is typically investigated separately across different experimental contexts. The concept of self-representation is commonly decomposed into three component constructs (sense.