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Michael W. Harm [4]Michael Harm [1]
  1.  27
    Phonology, reading acquisition, and dyslexia: Insights from connectionist models.Michael W. Harm & Mark S. Seidenberg - 1999 - Psychological Review 106 (3):491-528.
  2.  31
    Computing the Meanings of Words in Reading: Cooperative Division of Labor Between Visual and Phonological Processes.Michael W. Harm & Mark S. Seidenberg - 2004 - Psychological Review 111 (3):662-720.
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  3.  36
    Aging and the Use of Context in Ambiguity Resolution: Complex Changes From Simple Slowing.Karen Stevens Dagerman, Maryellen C. MacDonald & Michael W. Harm - 2006 - Cognitive Science 30 (2):311-345.
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  4.  23
    Computational bases of two types of developmental dyslexia.Michael W. Harm & Mark S. Seidenberg - 1996 - In Garrison W. Cottrell (ed.), Proceedings of the Eighteenth Annual Conference of the Cognitive Science Society. Lawrence Erlbaum. pp. 18--364.
  5. Using connectionist networks to examine the role of prior constraints in human learning.Michael Harm, Lori Altmann & Mark S. Seidenberg - 1994 - In Ashwin Ram & Kurt Eiselt (eds.), Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society. Erlbaum. pp. 392--396.