Mark Seidenberg | Academic Influence

Mark Seidenberg's AcademicInfluence.com Rankings

Mark Seidenberg

Psychology

#315

World Rank

#442

Historical Rank

#213

USA Rank

Cognitive Psychology

#54

World Rank

#56

Historical Rank

#24

USA Rank

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Psychology

Mark Seidenberg's Degrees

PhD Psychology University of California, San Diego
Bachelors Psychology University of California, San Diego

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Why Is Mark Seidenberg Influential?

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According to Wikipedia, Mark Seidenberg is Vilas Research Professor and Donald O. Hebb Professor of Psychology at the University of Wisconsin–Madison and a Senior Scientist at Haskins Laboratories. He is a specialist in psycholinguistics, focusing specifically on the cognitive and neurological bases of language and reading. Seidenberg received his Ph.D. from Columbia University under the mentorship of Thomas Bever and completed a postdoctoral fellowship at the Center for the Study of Reading at the University of Illinois. He has held academic positions at McGill University, the University of Southern California, and since 2001 at the University of Wisconsin. Seidenberg has published over a hundred scientific articles and is the author of Language at the Speed of Sight . Seidenberg is married to fellow psychologist Maryellen MacDonald and has two children.

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Mark Seidenberg's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

A distributed, developmental model of word recognition and naming. (1989) (3816)
Understanding normal and impaired word reading: computational principles in quasi-regular domains. (1996) (2728)
The lexical nature of syntactic ambiguity resolution (1994) (2010)
Computing the meanings of words in reading: cooperative division of labor between visual and phonological processes. (2004) (1003)
Semantic feature production norms for a large set of living and nonliving things (2005) (967)
How Psychological Science Informs the Teaching of Reading (2001) (925)
Phonology, reading acquisition, and dyslexia: insights from connectionist models. (1999) (896)
When does irregular spelling or pronunciation influence word recognition (1984) (696)
On the nature and scope of featural representations of word meaning. (1997) (678)
Automatic access of the meanings of ambiguous words in context: Some limitations of knowledge-based processing (1982) (625)
Pre- and postlexical loci of contextual effects on word recognition (1984) (619)
The time course of phonological code activation in two writing systems (1985) (531)
Neural Systems Underlying the Recognition of Familiar and Newly Learned Faces (2000) (464)
Semantic effects in single-word naming. (1995) (459)
On the bases of two subtypes of development dyslexia (1996) (446)
Language deficits in dyslexic children: speech perception, phonology, and morphology. (2000) (404)
Orthographic effects on rhyme monitoring. (1979) (403)
See Dick RAN: Rapid Naming and the Longitudinal Prediction of Reading Subskills in First and Second Graders (1999) (399)
Impairments in verb morphology after brain injury: a connectionist model. (1999) (396)
Age of Acquisition Effects in Word Reading and Other Tasks (2002) (389)
Language Acquisition and Use: Learning and Applying Probabilistic Constraints (1997) (369)
Psychiatric Comorbidity in Chronic Epilepsy: Identification, Consequences, and Treatment of Major Depression (2000) (364)
Evidence for Multiple Stages in the Processing of Ambiguous Words in Syntactic Contexts. (1979) (355)
Category-Specific Semantic Deficits in Focal and Widespread Brain Damage: A Computational Account (1998) (349)
The basis of consistency effects in word naming (1990) (348)
Are speech perception deficits associated with developmental dyslexia? (1997) (326)
Modulation of the semantic system by word imageability (2005) (312)
Explaining derivational morphology as the convergence of codes (2000) (298)
Deficits in perceptual noise exclusion in developmental dyslexia (2005) (288)
A probabilistic constraints approach to language acquisition and processing (1999) (288)
Double Dissociation of Semantic Categories in Alzheimer's Disease (1997) (277)
Spelling-sound effects in reading: Time-course and decision criteria (1985) (275)
Neural Systems for Reading Aloud: A Multiparametric Approach (2009) (265)
Specific language impairment: a deficit in grammar or processing? (1998) (253)
Acquisition and use of spelling-sound correspondences in reading (1984) (229)
Signing behavior in apes: A critical review (1979) (222)
The Neural Career of Sensory-motor Metaphors (2011) (222)
Does Word Identification Proceed From Spelling to Sound to Meaning (1991) (222)
Academic Achievement of Children with Epilepsy (1986) (216)
Priming and semantic memory loss in Alzheimer's disease (1989) (216)
Graded semantic and phonological similarity effects in priming: evidence for a distributed connectionist approach to morphology. (2007) (215)
Neuropsychological and behavioral status of children with complex partial seizures (1999) (200)
Empirical Techniques for Determining the Reliability, Magnitude, and Pattern of Neuropsychological Change After Epilepsy Surgery (1996) (199)
Orthographic and phonological activation in auditory and visual word recognition (1980) (192)
Relationship of Age at Onset, Chronologic Age, and Adequacy of Preoperative Performance to Verbal Memory Change After Anterior Temporal Lobectomy (1995) (189)
Concept Representation Reflects Multimodal Abstraction: A Framework for Embodied Semantics. (2016) (184)
Connectionist Models of Word Reading (2005) (173)
Connections and disconnections: Acquired dyslexia in a computational model of reading processes. (1989) (161)
Age-of-acquisition effects in reading aloud: Tests of cumulative frequency and frequency trajectory (2004) (152)
Naming multisyllabic words. (1990) (145)
Activation of sensory-motor areas in sentence comprehension. (2010) (144)
Serial learning in the pigeon. (1979) (140)
Deficits in phonology and past-tense morphology: What's the connection? (2003) (139)
A piece of the action: Modulation of sensory-motor regions by action idioms and metaphors (2013) (138)
Phonology and syntax in specific language impairment: Evidence from a connectionist model (2003) (135)
Communication, symbolic communication, and language: Comment on Savage-Rumbaugh, McDonald, Sevcik, Hopkins, and Rupert (1986). (1987) (131)
How should reading be taught? (2002) (128)
Modeling the Successes and Failures of Interventions for Disabled Readers (2003) (128)
Nonword pronunciation and models of word recognition. (1994) (123)
Connectionist Models and Cognitive Theory (1993) (120)
Multiple code activation in word recognition: evidence from rhyme monitoring. (1981) (117)
Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It (2017) (116)
Do children use similar processes to read and spell words (1985) (115)
Neural correlates of implicit and explicit combinatorial semantic processing (2010) (113)
Constraint Satisfaction Accounts of Lexical and Sentence Comprehension (2006) (111)
Pseudohomophone effects and models of word recognition. (1996) (109)
Effects of Age of Onset of Tonic‐Clonic Seizures on Neuropsychological Performance in Children (1981) (106)
Theories of word naming interact with spelling-sound consistency. (2002) (99)
Do Infants Learn Grammar with Algebra or Statistics? (1999) (99)
On the bases of two subtypes of developmental [corrected] dyslexia. (1996) (97)
Does Grammar Start Where Statistics Stop? (2002) (92)
Context-dependent interpretation of words: Evidence for interactive neural processes (2007) (90)
The emergence of grammaticality in connectionist networks. (1999) (89)
Genotype differences in cognitive functioning in Noonan syndrome (2009) (89)
On the roles of frequency and lexical access in word naming (1990) (89)
Motion-Perception Deficits and Reading Impairment (2006) (88)
Memory Outcome after Left Anterior Temporal Lobectomy in Patients with Expected and Reversed Wada Memory Asymmetry Scores (2001) (87)
Print exposure as a predictor of word reading and reading comprehension in disabled and nondisabled readers (1993) (85)
Rules or connections? The past tense revisited (1992) (85)
Are There Orthographic Impairments in Phonological Dyslexia? (2001) (84)
Simulating consistency effects and individual differences in nonword naming: A comparison of current models (2006) (81)
Language learning and innateness: Some implications of Compounds Research (2003) (81)
More Words but Still No Lexicon: Reply to Besner et al. (1990) (1990) (77)
Intelligence Test Performance of Patients with Partial and Generalized Seizures (1985) (74)
Imaging the past: Neural activation in frontal and temporal regions during regular and irregular past-tense processing (2005) (74)
Effects of Stimulus Difficulty and Repetition on Printed Word Identification: An fMRI Comparison of Nonimpaired and Reading-disabled Adolescent Cohorts (2008) (72)
Reading Complex Words (1989) (70)
Selective magnocellular deficits in dyslexia: a “phantom contour” study (2003) (70)
The role of left occipitotemporal cortex in reading: reconciling stimulus, task, and lexicality effects. (2013) (70)
Variation among developmental dyslexics: evidence from a printed-word-learning task. (2004) (70)
Parallels between the reading and spelling deficits of two subgroups of developmental dyslexics (2001) (69)
Glutamate and Choline Levels Predict Individual Differences in Reading Ability in Emergent Readers (2014) (67)
Quasiregularity and Its Discontents: The Legacy of the Past Tense Debate (2014) (66)
Predicting brain activation patterns associated with individual lexical concepts based on five sensory-motor attributes (2015) (65)
More Words but Still No Lexicon : Reply to Besner et al . ( 1990 ) (1990) (63)
Limits on Reacquisition of Song in Adult Zebra Finches Exposed to White Noise (2004) (63)
Word recognition processes of poor and disabled readers: Do they necessarily differ? (1985) (62)
Dyslexia in a Computational Model of Word Recognition in Reading (1992) (62)
Evaluating Word-Reading Models at the Item Level: Matching the Grain of Theory and Data (1998) (62)
The Science of Reading and Its Educational Implications (2013) (60)
Where does gender come from? Evidence from a complex inflectional system (2005) (58)
Visual Word Recognition: An Overview (1995) (58)
Constraining models of word recognition (1985) (55)
Context and lexical access: implications of nonword interference for lexical ambiguity resolution. (1989) (52)
Heteromodal Cortical Areas Encode Sensory-Motor Features of Word Meaning (2016) (52)
Does Grammar Constrain Statistical Learning? (2007) (51)
Evaluating behavioral and neuroimaging data on past tense processing (1998) (50)
Connectionist models of reading (2007) (48)
Cognitive Development: Gaming Your Way Out of Dyslexia? (2013) (47)
Toddlers Activate Lexical Semantic Knowledge in the Absence of Visual Referents: Evidence from Auditory Priming. (2013) (46)
Sentence processing and the clause boundary (1978) (42)
On the evidence for linguistic abilities in signing apes (1979) (42)
Effects of germline mutations in the Ras/MAPK signaling pathway on adaptive behavior: Cardiofaciocutaneous syndrome and Noonan syndrome (2010) (41)
Rules Versus Statistics: Insights From a Highly Inflected Language (2011) (40)
Consistency effects in the generation of past tense morphology (1990) (39)
Language and connectionism: the developing interface (1994) (39)
The language phenotype of children and adolescents with Noonan syndrome. (2010) (39)
Connecting cues: overlapping regularities support cue discovery in infancy. (2010) (37)
Connectionist Models in Developmental Cognitive Neuroscience : Critical Periods and the Paradox of Success (2005) (36)
The time course of lexical ambiguity resolution in context (1980) (35)
Neural correlates of language and non-language visuospatial processing in adolescents with reading disability (2014) (35)
Anatomy is strategy: Skilled reading differences associated with structural connectivity differences in the reading network (2014) (35)
Lost in Translation? Challenges in Connecting Reading Science and Educational Practice (2020) (34)
The lexical nature of syntactic ambiguity resolution [corrected]. (1994) (31)
Dialect awareness and lexical comprehension of mainstream american english in african american english-speaking children. (2014) (31)
Cognitive phenotypes in childhood idiopathic epilepsies (2016) (29)
Steps toward an ethological science (1983) (28)
Development of Dyslexic Subgroups: A One-Year Follow Up. (1999) (27)
2 Progress in understanding word reading : Data fi tting versus theory building (2006) (27)
Auditory word identification in dyslexic and normally achieving readers. (2007) (27)
READING EXCEPTION WORDS AND PSEUDOWORDS - ARE 2 ROUTES REALLY NECESSARY (1992) (27)
Discourse Context and Sentence Perception. (1981) (27)
Development of dyslexic subgroups: (1999) (25)
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills. (2020) (22)
The Impact of Language Experience on Language and Reading: A Statistical Learning Approach (2018) (22)
Impact of dialect use on a basic component of learning to read (2015) (22)
Learning Disabilities and Language Function in Epilepsy (2001) (21)
The brain makes a distinction between hard and easy stimuli: Comments on Beretta et al. (2003) (20)
Language function in childhood idiopathic epilepsy syndromes (2019) (20)
Learning orthographic and phonological representations in models of monosyllabic and bisyllabic naming (2010) (20)
Error, error everywhere: A look at megastudies of word reading (2009) (19)
Modularity and lexical access (1986) (17)
Semantics and phonology constrain compound formation (2007) (16)
Lexicon as module (1985) (15)
Distributional structure in language: Contributions to noun–verb difficulty differences in infant word recognition (2014) (14)
Noun–noun combination: Meaningfulness ratings and lexical statistics for 2,160 word pairs (2012) (13)
Explanatory adequacy and models of word recognition (1985) (13)
[i e a u] and Sometimes [o]: Perceptual and Computational Constraints on Vowel Inventories (1997) (13)
Specific language impairment: in grammar or processing? (1998) (12)
Connecting functional brain imaging and Parallel Distributed Processing (2015) (12)
Who is dyslexic? Reply to Wolf (1986) (10)
What Might Books Be Teaching Young Children About Gender? (2020) (9)
Is Multiple Access an Artifact of Backward Priming (1988) (9)
Lexical Access: Another Theoretical Soupstone? (2012) (9)
Show us the model (2003) (9)
Age-accelerated psychomotor slowing in temporal lobe epilepsy (2013) (9)
Deficits in achromatic phantom contour perception in poor readers (2006) (8)
How psychological science informs the teaching of reading. (2001) (7)
Verbs are LookING good in early language acquisition - eScholarship (2009) (6)
A constraint-based approach to phonology and morphology (2009) (5)
Modeling the Use of Frequency and Contextual Biases in Sentence Processing (2019) (5)
Neural correlates of inhibitory control in adult ADHD: Evidence from the Milwaukee longitudinal sample (2011) (5)
The Role of Correlated Properties in Accessing Conceptual Memory (2007) (4)
What causes dyslexia?: comment on Goswami (2011) (4)
Are There Independent Age-of-Acquisition Effects in Word Reading ? (2000) (4)
Modeling Property Intercorrelations in Conceptual Memory (2007) (4)
Neural Correlates of Semantic Processing in Reading Aloud (2012) (4)
Writing systems: Not optimal, but good enough (2012) (4)
Influences of speech familiarity on immediate perception and final comprehension (2018) (4)
Politics (of Reading) Makes Strange Bedfellows (2012) (4)
Differential activation of the visual word form area during auditory phoneme perception in youth with dyslexia (2020) (4)
Functional Bases of Phonological Universals: A Connectionist Approach (1998) (3)
How you read affects what you gain: Individual differences in the functional organization of the reading system predict intervention gains in children with reading disabilities. (2021) (3)
Computational bases of two types of developmental dyslexia (1996) (3)
Influences of Speaker-Listener Similarity on Shadowing and Comprehension (2016) (3)
Acquisition and representation of grammatical categories: Grammatical gender in a connectionist network (2008) (3)
Neuroscience. Does grammar start where statistics stop? (2002) (3)
Efforts to Encourage Multidisciplinarity in the Cognitive Science Society. (1998) (3)
Reading and Wronging: How Education Has Ignored the Science of Reading (2018) (2)
SERIALLEARNING IN THE PIGEON (1979) (2)
Probabilistic Constraints in Language Acquisition (2007) (1)
The Neuropsychological and Academic Substrate of New-Onset Epilepsies (2013) (1)
Meanings within meanings: skilled readers activate irrelevant meanings of radicals in Chinese (2021) (1)
Using Connectionist Networks to Examine the Role of Prior Constraints in Human Learning (2019) (1)
Efficiency of Learning in Experience-Limited Domains: Generalization Beyond the Wug Test (2019) (1)
The impact of processing speed on cognition in temporal lobe epilepsy (2021) (1)
Visual and phonological processing deficits in dyslexia: Evidence and possible linkage (2010) (1)
Talking Nets: An Oral History of Neural Networks edited by James A. Anderson and Edward Rosenfeld (1999) (1)
Deficits in forming perceptual templates may underlie the etiology of developmental dyslexia (2005) (1)
Television network attitudes toward political candidates implicit in lexical statistics (2013) (0)
Signing behavior in apes: A critical review*r** (2001) (0)
FInal 1-10-13 Language Variation and Literacy Learning : The Case of African American English (2016) (0)
Commentary/Dennett: Intentional systems in cognitive ethology Steps toward an ethological science (2014) (0)
Contents of Volume 19 (1985) (0)
Common Brain Regions for Behavioral Predictors of Reading (Dis)ability: (520602012-282) (2013) (0)
Skilled readers activate the meanings of phonetic cues in Chinese (2018) (0)
Preface (1999) (0)
The Neural Basis of Successful Oral Word Reading in Chronic Aphasia (S29.002) (2012) (0)
Maltreatment at an early age can have enduring negative effects on a child ’ s brain development and function 21 How Should Reading be Taught ? (0)
OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR SERIAL LEARNING IN THE PIGEON R . 0 (2005) (0)
Erratum to volume 7 (1979) (0)
Writing systems: Not optimal, but good enough – Erratum (2012) (0)
Twenty-ninth Bartlett Lecture (2017) (0)
Chronometric Studies of Lexical Ambiguity Resolution (1980) (0)
A Distributed Model of the English Past Tense Formation (2014) (0)
Enhancing generalization through an optimized sequential curriculum: Learning (to read) through machine teaching (2020) (0)
Cognitive and MR Volumetric Abnormalities in New Onset Pediatric Epilepsy (2009) (0)
Noun–noun combination: Meaningfulness ratings and lexical statistics for 2,160 word pairs (2012) (0)
Influences of speech familiarity on immediate perception and final comprehension (2017) (0)
Learning to read with a machine teacher: Discovering efficient procedures for training the orth-to-phon relationships in English (2018) (0)
Reading words: Simple task, complex story. (1983) (0)
Deficits in external noise exclusion underlie the Etiology of Dyslexia (2010) (0)

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