The self‐teaching hypothesis describes how children progress toward skilled sight‐word reading. It proposes that children do this via phonological recoding with assistance from contextual cues, to identify the target pronunciation for a novel letter string, and in so doing create an opportunity to self‐teach new orthographic knowledge. We present a new computational implementation of self‐teaching within the dual‐route cascaded (DRC) model of reading aloud, and we explore how decoding and contextual cues can work together to enable accurate self‐teaching under a (...) variety of circumstances. The new model (ST‐DRC) uses DRC’s sublexical route and the interactivity between the lexical and sublexical routes to simulate phonological recoding. Known spoken words are activated in response to novel printed words, triggering an opportunity for orthographic learning, which is the basis for skilled sight‐word reading. ST‐DRC also includes new computational mechanisms for simulating how contextual information aids word identification, and it demonstrates how partial decoding and ambiguous context interact to achieve irregular‐word learning. Beyond modeling orthographic learning and self‐teaching, ST‐DRC’s performance suggests new avenues for empirical research on how difficult word classes such as homographs and potentiophones are learned. (shrink)

This article examines a range of problems centring on the theorization of cultural identity and cultural property by reference to debates about the appropriation of the Maori `tattoo' or ta moko and the authenticity of contemporary Maori tattooing practices. Through a consideration of the relationship between cultural identity and tattooing, it addresses a problematic concerning the articulation of indigenous `property', `ownership' or `authority' in legal, anthropological and philosophical discourses. Theorizations of `tattoo' as `cultural property', for example, generally assume a certain (...) `proper' relationship between subject and object, precomprehended in terms of Western legal-philosophical concepts. Against the background of these issues, the use of ta moko as a form of signature or authorizing mark of identification is taken to highlight issues concerning the complex relationship between the attribution of certain cultural practices, characteristics or `properties' to a certain group and the notions of authorship and authority that underwrite such designations. (shrink)