World's Best Scientists 2026 revealed!

D-Index & Metrics

Neuroscience

D-Index
100
Citations
52438
World Ranking
746
National Ranking
415

Psychology

D-Index
100
Citations
52750
World Ranking
613
National Ranking
389

Research.com Recognitions

  • 2003 - Fellow of the American Association for the Advancement of Science (AAAS)

Overview

Mark S. Seidenberg is affiliated with the University of Wisconsin-Madison in the United States. Their research focuses primarily on psychology, with a concentration in developmental and educational psychology as well as cognitive neuroscience, statistics and probability, gender studies, and linguistics and language.

The scientist's work addresses several central topics, including:

  • Reading and literacy development
  • Cognitive and developmental aspects of mathematical skills
  • Language development and disorders
  • Neurobiology of language and bilingualism
  • Educational strategies and epistemologies
  • Neuroscience, education and cognitive function
  • Gender studies in language

Seidenberg has published research in various academic journals, illustrating a broad scope within their field. Notable publication venues include:

  • Reading Research Quarterly
  • Journal of Memory and Language
  • Psychological Science
  • Journal of Educational Psychology
  • Neuropsychologia

Recent significant papers authored by or associated with Seidenberg include:

  • "Lost in Translation? Challenges in Connecting Reading Science and Educational Practice" (2020), Reading Research Quarterly
  • "Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills" (2020), Journal of Memory and Language
  • "What Might Books Be Teaching Young Children About Gender?" (2021), Psychological Science
  • "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), Journal of Educational Psychology
  • "Differential activation of the visual word form area during auditory phoneme perception in youth with dyslexia" (2020), Neuropsychologia

Throughout their career, Seidenberg has collaborated frequently with a number of researchers, including:

  • Matthew James Cooper Borkenhagen
  • Noam Siegelman
  • Jay G. Rueckl
  • Mark van den Bunt
  • Jason D. Zevin

Seidenberg received recognition as a Fellow of the American Association for the Advancement of Science (AAAS) in 2003.

Best Publications

  • A Distributed, Developmental Model of Word Recognition and Naming.

    Mark S. Seidenberg;James L. McClelland

  • Understanding normal and impaired word reading: computational principles in quasi-regular domains.

    David C. Plaut;James L. McClelland;Mark S. Seidenberg;Karalyn Patterson

  • The lexical nature of syntactic ambiguity resolution

    Maryellen C. MacDonald;Neal J. Pearlmutter;Mark S. Seidenberg

  • Computing the Meanings of Words in Reading: Cooperative Division of Labor Between Visual and Phonological Processes.

    Michael W. Harm;Mark S. Seidenberg

  • How Psychological Science Informs the Teaching of Reading

    Keith Rayner;Barbara R. Foorman;Charles A. Perfetti;David Pesetsky

  • Phonology, reading acquisition, and dyslexia: insights from connectionist models.

    Michael W. Harm;Mark S. Seidenberg

  • Semantic feature production norms for a large set of living and nonliving things

    Ken McRae;George S. Cree;Mark S. Seidenberg;Chris Mcnorgan

  • When does irregular spelling or pronunciation influence word recognition

    Mark S. Seidenberg;Gloria S. Waters;Marcia A. Barnes;Michael K. Tanenhaus

  • Automatic access of the meanings of ambiguous words in context: Some limitations of knowledge-based processing ☆ ☆☆ ★ ★★

    Mark S Seidenberg;Michael K Tanenhaus;James M Leiman;Marie Bienkowski

  • On the nature and scope of featural representations of word meaning.

    Ken McRae;Virginia R. de Sa;Mark S. Seidenberg

  • The time course of phonological code activation in two writing systems.

    Mark S. Seidenberg

  • Pre- and postlexical loci of contextual effects on word recognition

    Mark S. Seidenberg;Gloria S. Waters;Michael Sanders;Pearl Langer

  • Evidence for Multiple Stages in the Processing of Ambiguous Words in Syntactic Contexts.

    Michael K. Tanenhaus;James M. Leiman;Mark S. Seidenberg

  • The special role of rimes in the description, use, and acquisition of English orthography.

    Rebecca Treiman;John Mullennix;Ranka Bijeljac-Babic;E. Daylene Richmond-Welty

  • On the bases of two subtypes of development dyslexia

    Franklin R. Manis;Mark S. Seidenberg;Lisa M. Doi;Catherine McBride-Chang

  • Language Acquisition and Use: Learning and Applying Probabilistic Constraints

    Mark S. Seidenberg

  • Impairments in verb morphology after brain injury: A connectionist model

    Marc F. Joanisse;Mark S. Seidenberg

  • Neuropsychological Characteristics of the Syndrome of Mesial Temporal Lobe Epilepsy

    Bruce P. Hermann;Michael Seidenberg;Jen Schoenfeld;Keith Davies

  • Semantic effects in single-word naming.

    Eamon Strain;Karalyn Patterson;Mark S. Seidenberg

  • Neural systems underlying the recognition of familiar and newly learned faces.

    Catherine L. Leveroni;Michael Seidenberg;Andrew R. Mayer;Andrew R. Mayer;Larissa A. Mead

Frequent Co-Authors

Franklin R. Manis
Franklin R. Manis University of Southern California
Maryellen C. MacDonald
Maryellen C. MacDonald University of Wisconsin–Madison
Jeffrey R. Binder
Jeffrey R. Binder Medical College of Wisconsin
Marc F. Joanisse
Marc F. Joanisse University of Western Ontario
Michael K. Tanenhaus
Michael K. Tanenhaus University of Rochester
James L. McClelland
James L. McClelland Stanford University
Rutvik H. Desai
Rutvik H. Desai University of South Carolina
David C. Plaut
David C. Plaut Carnegie Mellon University
Lisa L. Conant
Lisa L. Conant Medical College of Wisconsin
Ken McRae
Ken McRae University of Western Ontario

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