Things you may be looking for (all files can be found at the bottom of this page). Some programs will only work with libraries related to Microsoft's Visual C++ libraries installed (most Windows machines have them automatically):
Scientific Reports Excel Files: Here1, Here2.
Sloppy Parameter Paper Files: Data, Program
Grapheme paper: Files
"Understanding dyslexia through personalized large-scale computational models". Psychological Science (These files won't download anymore -- they are all now located at: https://osf.io/bcvw8/)
(note the results will not preview -- you can only download them)
Instructions and program: Instructions, Main_Results, ExecutableFiles
From paper: MDM_Results, Phondeficit_results, Visualdeficit_results, GlobalNoise_results
With colonel: MDM_Results, Phondefict_results, Visualdeficit_results, GlobalNoise_results
(Perry, Ziegler, & Zorzi, 2014). CDP++.Italian files: here
(Perry, Ziegler, & Zorzi, 2014). CDP++.French files (with tiny bug fix 20/9/2015): here
(Perry, Ziegler, & Zorzi, 2013). CDP++.parser files: here
(Perry, Ziegler, & Zorzi, 2010). CDP++ files: here
(Perry, Ziegler, & Zorzi, 2007). CDP+ files: here (please use the newer version)
(Perry, Ziegler, & Zorzi, in 2010). German CDP+ files: here
(Perry & Ziegler, 2002). German DRC. The original was lost due to computer problems I had, and this was regenerated from code I had in 2010. Files here.
(Ziegler, Perry, & Coltheart, 2003). French DRC. The original was lost due to computer problems I had, and this was generated from code I had in 2012. Files here.
Journal Articles:
Perry, C. (2022). Using electrophysiological correlates of early semantic priming to test models of reading aloud. Scientific Reports, 12, 5224.
Perry, C. (2022). Graphemes are used when reading: Evidence from Monte Carlo simulation using word norms from mega-studies. Quarterly Journal of Experimental Psychology. doi: 10.1177/17470218221086533
Perry, C. & Long, H. (2022). What is going on with visual attention in reading and n dyslexia? A critical review of recent studies. Brain Sciences, 12, 87. doi: 10.3390/brainsci12010087
Walker, M. & Perry, C. (2022). It’s the words you use and how you say them: electrophysiological correlates of the perception of imitated masculine speech. Language, Cognition and Neuroscience, 1-21.
Paulesu, E., Bonadrini, R., Zapparoli, L., Rupani, C. Mapelli, C., Tassini, F. Schenone, Bottini, G., Perry, C., & Zorzi, M. (2021). Effects of Orthographic Consistency on Bilingual Reading: Human and Computer Simulation Data. Brain Sciences, 11, 7, 878
Martin, D. U., MacIntyre, M. I., Perry, C., Clift, G. Pedell, S., & Kaufman, J. (2020). Young children’s indiscriminate helping behavior toward a humanoid robot. Frontiers in Psychology, 11, 239.
Ziegler, J. C., Perry, C., & Zorzi. (2020). Learning to read and dyslexia: From theory to intervention through personalized computational models. Current Directions in Psychological Science, 29, 3, 293-300.
Martin, D. U., Perry, C., & Kaufman, J. (2020). Effects of a mirror on young children’s transgression in a gift-delay task. British Journal of Developmental Psychology. doi: 10.1111/bjdp.12312.
Martin, D. U., Perry, C., MacIntyre, M. I., Varcoe, L., Pedell, S., & Kaufman, J. (2020). Investigating the nature of children's altruism using a social humanoid robot. Computers in Human Behavior. DOI: 10.1016/j.chb.2019.09.025.
Perry, C., Willison, A. T., Walker, M. K., Nankivell, M. C., Lawrence, L., & Thomas, A. (2019). Working memory load affects early affective responses to concrete and abstract words differently: Evidence from ERPs. Cognitive, Affective, and Behavioral Neuroscience, 19 (2), 377-391. DOI: 10.3758/s13415-018-00686-9.
Perry, C., Ziegler, J. C., & Zorzi. (2019). Understanding dyslexia through personalized large-scale computational models". Psychological Science. DOI: 10.1177/0956797618823540. here This paper was in-part funded by the ARC.
Perry, C., Willison, A. T., Walker, M. K., Nankivell, M. C., Lawrence, L. M., & Thomas. A. (2019). Working memory load affects early affective responses to concrete and abstract words differently: Evidence from ERPs. Cognitive, Affective, and Behavioral Neuroscience.
DOI: 10.3758/s13415-018-00686-9
Allen, M., Perry, C., & Kaufman, J. (2018). Toddlers prefer to help familiar people. Journal of Experimental Child Psychology, 174, 90-102. here
Perry, C. (2018). Reading orthographically strange nonwords: Modelling back-up strategies in reading. Scientific Studies of Reading. DOI: 10.1080/10888438.2018.1433673. This paper was in-part funded by the ARC. here
Perry, C. (2017). Testing predictions about the processing of word stress in reading using event-related potentials. Language, Cognition, and Neuroscience. DOI: 10.1080/23273798.2017.1398343. This paper was in-part funded by the ARC. here
Martin D., Perry, C., & Kaufman, J. (2016). An eye on animacy and intention. Frontiers in Psychology. 7:829. DOI: 10.3389/fpsyg.2016.00829
Parkes, L., *Perry, C., Goodin, P. (2016). Examining the N400m in affectively negative sentences. A magnetoencephalography study. Psychophysiology. DOI: 10.1111/psyp.12601. here
Ulicheva, A., Coltheart, M., Saunders, S., & Perry, C. (2016). Phonotactic constraints: Implications for models of oral reading in Russian. Journal of Experimental Psychology: Learning, Memory, & Cognition. DOI: 10.1037/xlm0000203
Wickens, S., & *Perry, C. (2015). What Do You Mean by That?! An Electrophysiological study of emotional and attitudinal prosody. PLoS ONE, 10 (7), e0132947. here
Perry, C., Ziegler, J. C., & Zorzi, M. (2014). CDP++.Italian: Modelling sublexical and supralexical inconsistency in a shallow orthography. Plos One, 9(4), e94291. .pdf . Thanks to the ARC for in-part funding this paper.
Perry, C., Ziegler, J. C., & Zorzi, M (2014). When silent letters say more than a thousand words: An implementation and evaluation of CDP++ in French. Journal of Memory and Language, 72, 98-115. DOI: 10.1016/j.jml.2014.01.003. .pdf. Thanks to the ARC for in-part funding this paper
Ziegler, J. C., Perry, C., & Zorzi, M (2014). Modelling reading development through phonological decoding and self-teaching: Implications for dyslexia. Philosophical Transactions of the Royal Society B: Biological Sciences, 369 (1634), art. no. 20120397. DOI: 10.1098/rstb.2012.0397 .pdf. Thanks to the ARC for in-part funding this paper
Wong, K-S., Perry, C., MacWhinney, B., & Wong O-L. (2013). Relationships between receptive vocabulary in English and Cantonese proficiency among 5-year-old Hong Kong kindergarten children. Early Child Development and Care, 183(10), 1407-1419. doi: 10.1080/03004430.2013.788819 .pdf
Perry, C., Ziegler, J. C., & Zorzi, M. (2013). A computational and empirical investigation of graphemes in reading. Cognitive Science, 37, 5, 800-828. .pdf. Thanks to the ARC for in-part funding this paper.
Perry, C. (2013). Graphemic parsing and the basic orthographic syllable structure. Language and Cognitive Processes, 28(3), 355-376. .pdf. Thanks to the ARC for in-part funding this paper
Perry, C., Ziegler, J. C., & Zorzi (2010). Beyond single syllables: Large-scale modelling of reading aloud with the connectionist dual process (CDP++) model. Cognitive Psychology, 61, 2, 106-151. .pdf .Thanks to the ARC for in-part funding this paper.
Perry, C., Ziegler, J. C., Braun, M., & Zorzi, M. (2010). Rules versus statistics in reading aloud: New evidence on an old debate. European Journal of Cognitive Psychology, 22, 5, 798-812. .pdf . Thanks to the ARC for in-part funding this paper.
Perry, C., Wong, R. K-S., & Matthews, S. (2009). Syllable timing and pausing: Evidence from Cantonese. Language and Speech, 52(1), 29-53. .pdf
Ziegler, J. C., Perry, C., & Zorzi, M. (2009). Additive And Interactive Effects Of Stimulus Degradation: No Challenge For CDP+. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 306-311. .pdf . Thanks to the ARC for in-part funding this paper
Ziegler, J. C., Castel, C., Alario F-X., Pech-George, C., George, F., & Perry, C. (2008). Developmental dyslexia and the dual route model of reading: Simulating individual differences and subtypes. Cognition, 107, 151-178. .pdf
Perry, C., Ziegler, J. C., & Zorzi, M. (2007). Nested incremental modeling in the development of computational theories: The CDP+ model of reading aloud. Psychological Review, 114, 273-315. .pdf
Perry, C., Kan, M-K., Matthews, S., & Wong, K-S (2006). Syntactic ambiguity resolution and the prosodic foot: Cross-language differences. Applied Psycholinguistics, 27, 301-333. .pdf
Perry, C., & Jie, Z. (2005). Prosody and lemma selection. Memory and Cognition, 33, 862-870. .pdf
Hutzler, F., Ziegler, J. C., Perry, C., Wimmer, H., & Zorzi, M. (2004). Do current connectionist learning models account for reading development in different languages? Cognition, 91 (3), 273-296. .pdf
Perry, C., & Ziegler, J. C. (2004). Beyond the two-strategy model of skilled spelling: Effects of consistency, grain size, and orthographic redundancy. The Quarterly Journal of Experimental Psychology A, Human Experimental Psychology, 57A, 325-356. .pdf
Ziegler, J. C., Perry, C., & Coltheart, M. (2004). Strength of lexical and nonlexical processing in French: The case of the regularity effect. Psychonomic Bulletin and Review, 10, 947-953. .pdf
Peng, D. L., Perry, C., Ding, G., Xu, D., Jin, Z., Luo, Q., Zhang, L., Deng, Y. (2004). fMRI Evidence for the Automatic Phonological Activation of Briefly Presented Words. Cognitive Brain Research, 20, 156-164. .pdf Note: This paper was published with a number of errors.
Ziegler, J. C., Perry, C., Ma-Wyatt, A., Ladner, D., & Schulte-Körne, G. (2003). Developmental dyslexia in different languages: Language-specific or universal? Journal of Experimental Child Psychology, 86(3), 169-193. .pdf
Ding, G., Perry , C., Peng, D-L., Ma, L., Li, D., Luo, Q., Xu, D., Xu, S., & Yang, J. (2003). Neural mechanisms underlying semantic and orthographic processing in Chinese-English bilinguals. Neuroreport, 14, 1557-1562. .pdf
Luo, Q., Perry, C., Peng, D-L., Jin, Z., Xu, D., Ding, G., Xu, S. (2003). The neural substrate of analogical reasoning. Cognitive Brain Research, 17, 527-534. .pdf
Peng, D-L., Zhen, J., Qian, L., Perry, C., Lei, Z., & Ying, L. (2003). Neural basis of the non-attentional processing of briefly presented words. Human Brain Mapping, 18, 215-221. .pdf
Perry, C. (2003). Priming the rules of spelling. The Quarterly Journal of Experimental Psychology. A, Human Experimental Psychology, 56, 515-530. .pdf
Perry, C. (2003). A phoneme-grapheme feedback consistency effect. Psychonomic Bulletin and Review, 10, 392-397. .pdf
Perry, C. (2002). A consonant-vowel priming effect in nonword spelling. The Australian Journal of Psychology, 54, 24-31. .pdf
Perry, C., & Ziegler, J. C. (2002). On the nature of phonological assembly: Evidence from backward masking. Language and Cognitive Processes, 17, 31-59. .pdf
Perry, C., & Ziegler, J. C. (2002). Cross-language computational investigation of the length effect in reading aloud. Journal of Experimental Psychology: Human Performance and Perception, 28, 990-1001. .pdf
Perry, C., Ziegler, J. C., & Coltheart, M. (2002). A dissociation between orthographic awareness and spelling production. Applied Psycholinguistics, 23, 43-73. .pdf
Perry, C., Ziegler, J. C., & Coltheart, M. (2002). How predictable is spelling ? An analysis of sound-spelling contingency in English. The Quarterly Journal of Experimental Psychology A, Human Experimental Psychology, 55A, 897-915. .pdf
Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. C. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256. .pdf
Ziegler, J. C., Perry, C., Jacobs, A., & Braun, M. (2001). Identical words are read differently in different languages. Psychological Science, 12, 379-384. .pdf
Perry, C., & Ziegler, J. C (2000). Subsyllabic Development: Linguistic difficulties in childhood constrain adult reading. Memory and Cognition, 28, 739-745. .pdf
Ziegler, J. C, Tan, L. H., Perry, C., & Montant, M. (2000). The phonological frequency effect in Chinese. Psychological Science, 11, 234-238. .pdf
Ziegler, J. C., Perry, C., & Coltheart, M. (2000). When a model learns a new language: the DRC generalizes to German. The European Journal of Cognitive Psychology, 12, 413-430. .pdf
Coltheart, M., Woollams, A., Kinoshita, S., & Perry, C. (1999). A position-sensitive Stroop effect: Further evidence for a left-to-right component in print-to-speech conversion. Psychonomic Bulletin and Review, 6, 456-463. .pdf
Perry, C. (1999). Testing a computational account of category specific deficits. Journal of Cognitive Neuroscience, 11, 312-320. .pdf
Ziegler, J. C., & Perry, C. (1998). No more problems in Coltheart's neighborhood: resolving neighborhood conflicts in the lexical decision task. Cognition, 68 (2), 53-62. .pdf
Major Government Reports
Kaufman, J., Leung, S., Perry, C., Tarasuik, J., Highfield, K., Guy, J., & the Babylab team. (2017). Evaluation of the Early Learning Languages Australia apps: Final report. Melbourne, Australia: Swinburne University of Technology. here