Parallel processing blocked by letter similarity in letter by letter dyslexia: A replication
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
An investigation of the joint effects of orthographic neighbourhood size (N size) and of letter confusability in three letter-by-letter (LBL) dyslexics is reported. All three patients showed a facilitatory effect of increased N size with low letter-confusability words, but no N size effect with high confusability words. This exactly replicates previous observations by Arguin, Fiset, and Bub (2002) in another LBL dyslexic. A facilitatory N size effect requires parallel letter processing and the word recognition performance of normal readers is unaffected by letter confusability. The present findings therefore signal that the residual capacity for parallel letter processing in LBL dyslexia is blocked by letter similarity. This implies a deficit of letter encoding or identification, which appears to be a general feature of LBL dyslexia since it is exhibited by all of the four patients so tested.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it