Reading Pinyin activates character orthography for highly experienced learners of Chinese

2017 ◽  
Vol 22 (1) ◽  
pp. 103-111 ◽  
Author(s):  
LIN CHEN ◽  
CHARLES A. PERFETTI ◽  
YING LENG
Keyword(s):  
Stroop Task ◽  
Interference Effect ◽  
Chinese Character ◽  
Chinese Reading ◽  
Reading Experience ◽  
Modified Stroop ◽  
Chinese Learners ◽  
Roman Alphabet ◽  
Character Reading

Does reading Pinyin, a Roman alphabet transcription of Chinese, cause the implicit activation of the corresponding Chinese character? To address this question, we carried out two experiments with adult Chinese learners, measuring interference in character reading in a modified Stroop task. Participants first made a meaning judgment on a Pinyin word, and then judged the printed color of a character that was either visually related or unrelated to the character that corresponded to the Pinyin word. A character orthographic interference effect was observed for advanced Chinese learners but not intermediate Chinese learners. The proficiency-dependent emergence of this interference effect suggests its dependence on Chinese character reading experience. For models of Chinese reading, the results demonstrate the role of the character as a gateway to meaning that, through reading experience, comes to be routinely involved in reading for meaning, whether the input is a character or an alphabetic spelling.

scholarly journals The role of phonological and orthographic awareness in learning to read among Grade 1 and 2 students in Taiwan

2017 ◽  
Vol 39 (1) ◽  
pp. 117-143 ◽  
Author(s):  
CHUNG-HUI HSUAN ◽  
HENRY J. TSAI ◽  
RHONA STAINTHORP
Keyword(s):  
Phonological Awareness ◽  
Chinese Character ◽  
Orthographic Awareness ◽  
Learning To Read ◽  
Mapping Strategy ◽  
Character Reading ◽  
Structure Knowledge ◽  
Correspondence Rules ◽  
Character Mapping

ABSTRACTThe role of phonological and orthographic awareness on Chinese character reading from Grade 1 to 2 was investigated with 112 Taiwanese children. Phonological awareness (onset, rime, and tone), rudimentary orthographic awareness (character configuration and structure knowledge), and character reading were assessed in each grade. The strategy of learning to read novel characters using regular or sophisticated orthography-to-phonology correspondence rules or character mapping was tested in Grade 2. Our results suggested that (a) phonological and orthographic awarenesses are important in Grade 1, and tone awareness in Grade 1 uniquely predicts character reading in Grade 2; and (b) the use of sophisticated orthography-to-phonology correspondence rules and mapping strategy are crucial for character reading in Grades 1 and 2. In addition, phonological and rudimentary orthographic awarenesses are important for using sophisticated orthographic strategy when learning to read novel characters.

The Roles of Various Forms of Attention in Temporal Processing Deficits in Chinese Children With and Without Dyslexia

2019 ◽  
Vol 43 (4) ◽  
pp. 241-253
Author(s):  
Li-Chih Wang ◽  
Hsien-Ming Yang
Keyword(s):  
Temporal Processing ◽  
Chinese Character ◽  
Chinese Children ◽  
Typically Developing ◽  
Auditory Temporal Processing ◽  
Unique Role ◽  
Processing Deficits ◽  
Character Reading ◽  
Switching Attention

This study examined the extent to which Chinese children with dyslexia show temporal processing deficits in addition to deficits in various forms of attention. In total, 104 Chinese children in primary school (Grades 3–6) were recruited in Taiwan. Half of the children were identified as having dyslexia, and the other half were typically developing children who were matched by gender, IQ, and age with the children with dyslexia. Our results indicated that Chinese children with dyslexia performed significantly worse on tasks of temporal processing, selective attention, and switching attention. Furthermore, both visual and auditory temporal processing, in addition to various attention types, could be significant distinguishing predictors between the two groups. Moreover, we found that visual temporal processing, but not auditory temporal processing, significantly contributed to Chinese character reading. This study was among the first to confirm the unique role of visual temporal processing in Chinese character reading.

scholarly journals The Relationship Between Orthographic Awareness and Chinese Reading in Hong Kong’s Young CSL Learners

2020 ◽  
Vol 3 (4) ◽  
pp. 678-693
Author(s):  
Yu Ka Wong
Keyword(s):  
Ethnic Minority ◽  
Reading Skills ◽  
Chinese Character ◽  
Word List ◽  
Reading Performance ◽  
Chinese Reading ◽  
Orthographic Awareness ◽  
Reading Chinese ◽  
Character Reading ◽  
The Relationship

Purpose: This study investigates young Chinese as a second language (CSL) learners’ Chinese character reading performance and its relationship with their orthographic awareness. There is a pressing need to gain a better understanding of Hong Kong’s ethnic minority students’ CSL acquisition, so that more effective instruction can be provided. Design/Approach/Methods: A total of 157 Hong Kong ethnic minority CSL students in Grade 4 were evaluated using a range of assessments: orthographic awareness in identifying and utilizing character components, listening comprehension for vocabulary terms and short texts, and reading Chinese character lists with single- and two-character words. Findings: The students performed consistently across the two lists but made fewer errors when reading the two-character word list, most of which were orthographical. Multiple regression analysis showed that the students’ orthographic awareness contributed significantly to their character reading. Originality/Value: The findings suggest that orthographic awareness can help ethnic minority CSL learners improve their Chinese character reading skills. Chinese classes provided for such students, and for CSL learners in general, should place greater focus on literacy training.

scholarly journals A LONGITUDINAL INVESTIGATION OF EXPLICIT AND IMPLICIT AUDITORY PROCESSING IN L2 SEGMENTAL AND SUPRASEGMENTAL ACQUISITION

2021 ◽  
pp. 1-23
Author(s):  
Hui Sun ◽  
Kazuya Saito ◽  
Adam Tierney
Keyword(s):  
Adult Learners ◽  
Auditory Processing ◽  
First Language ◽  
Neural Representation ◽  
Immersion Experience ◽  
Initial Stage ◽  
Chinese Learners ◽  
Processing Ability ◽  
Speech Learning

Abstract Precise auditory perception at a subcortical level (neural representation and encoding of sound) has been suggested as a form of implicit L2 aptitude in naturalistic settings. Emerging evidence suggests that such implicit aptitude explains some variance in L2 speech perception and production among adult learners with different first language backgrounds and immersion experience. By examining 46 Chinese learners of English, the current study longitudinally investigated the extent to which explicit and implicit auditory processing ability could predict L2 segmental and prosody acquisition over a 5-month early immersion. According to the results, participants’ L2 gains were associated with more explicit and integrative auditory processing ability (remembering and reproducing music sequences), while the role of implicit, preconscious perception appeared to be negligible at the initial stage of postpubertal L2 speech learning.

Positive affect, self-access, and health

2008 ◽  
Vol 16 (3) ◽  
pp. 139-142 ◽  
Author(s):  
Markus Quirin ◽  
Julius Kuhl
Keyword(s):  
Positive Affect ◽  
Stroop Task ◽  
Negative Emotions ◽  
Self Regulation ◽  
Determinants Of Health ◽  
Elementary Level ◽  
Health Maintenance ◽  
Functional Mechanisms ◽  
Level Of Processing

Abstract. Based on the framework of Personality Systems Interactions theory, this article addresses the functional mechanisms by which positive affect influences motivational and self-regulatory determinants of health-relevant behavior on an elementary level of processing. Research encompassing experimental procedures such as the Stroop task will be presented which suggest that positive affect is necessary not only to facilitate self-regulation of negative emotions but also to facilitate self-motivation, i.e., the enactment of difficult intentions that entail the risk of procrastination. We also highlight the role of state and trait accessibility of self-referential information (”self-access”) in generating such positive affect. The relevance of the findings for health maintenance is addressed.

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