scholarly journals Orthography Shapes Semantic and Phonological Activation in Reading

2010 ◽  
Vol 36 (1) ◽  
pp. 46
Author(s):  
Hui-wen Cheng ◽  
Catherine L. Caldwell-Harris
Keyword(s):  
Experimental Design ◽  
Semantic Information ◽  
Chinese Characters ◽  
Phonological Information ◽  
Chinese Reading ◽  
English Orthography ◽  
Relative Activation ◽  
Phonological Activation

In lieu of an abstract, here is a brief excerpt:This study will investigate whether Chinese orthography differs from English orthography in terms of the relative activation of semantic versus phonological information. Do Chinese characters evoke greater activation of semantic information compared to phonological information? Do they trigger greater activation of semantic information than English orthography? Moreover, few studies have examined Chinese reading and alphabetic reading with the same experimental design. The present study fills these gaps in the literature by examining a previously unstudied phenomenon: semantic substitutions that occur during reading outloud tasks.

scholarly journals Listening to speech and non-speech sounds activates phonological and semantic knowledge differently

2020 ◽  
Vol 73 (8) ◽  
pp. 1135-1149 ◽  
Author(s):  
James Bartolotti ◽  
Scott R Schroeder ◽  
Sayuri Hayakawa ◽  
Sirada Rochanavibhata ◽  
Peiyao Chen ◽  
...  
Keyword(s):  
Auditory Processing ◽  
Semantic Information ◽  
Semantic Knowledge ◽  
Phonological Information ◽  
Opposite Pattern ◽  
Semantic Access ◽  
Word Forms ◽  
Time Courses ◽  
The Mind ◽  
Phonological Activation

How does the mind process linguistic and non-linguistic sounds? The current study assessed the different ways that spoken words (e.g., “dog”) and characteristic sounds (e.g., <barking>) provide access to phonological information (e.g., word-form of “dog”) and semantic information (e.g., knowledge that a dog is associated with a leash). Using an eye-tracking paradigm, we found that listening to words prompted rapid phonological activation, which was then followed by semantic access. The opposite pattern emerged for sounds, with early semantic access followed by later retrieval of phonological information. Despite differences in the time courses of conceptual access, both words and sounds elicited robust activation of phonological and semantic knowledge. These findings inform models of auditory processing by revealing the pathways between speech and non-speech input and their corresponding word forms and concepts, which influence the speed, magnitude, and duration of linguistic and nonlinguistic activation.

Orthographic and phonological activation in recognizing Chinese characters

1995 ◽  
Vol 58 (2) ◽  
pp. 144-153 ◽  
Author(s):  
Hsuan-Chih Chen ◽  
Giovanni B. Flores d'Arcais ◽  
Sim-Ling Cheung
Keyword(s):  
Chinese Characters ◽  
Phonological Activation

scholarly journals Curriculum Analysis of Permai Plus School at Pluit’s Elementary Chinese Course

Humaniora ◽  
2010 ◽  
Vol 1 (2) ◽  
pp. 746
Author(s):  
Yetty Yetty
Keyword(s):  
International Schools ◽  
Chinese Language ◽  
School Curriculum ◽  
Chinese Characters ◽  
Chinese Reading ◽  
Language Courses ◽  
Set Up ◽  
Language Schools ◽  
Writing Chinese ◽  
Chinese Language Schools

In Indonesia, in addition to english mandarin also become a very common thing. Many companies employ one of the conditions of staff must be fluent in speaking Chinese, reading and writing Chinese characters. Therefore, the majority of schools in Indonesia have set up Chinese language courses, in order to give Chinese language’s basic foundation to their students. In Pluit, courses of Chinese language schools are mostly private, three-language schools and international schools (not including international schools in the U.S. system). Through the six factors of curriculum (Teachers, facilities, scores, textbooks, curricula, and social participation ), the writer wants to analyze Permai Plus school curriculum Chinese course situation.  

scholarly journals Perceptual expertise with Chinese characters predicts Chinese reading performance among Hong Kong Chinese children with developmental dyslexia

PLoS ONE ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. e0243440
Author(s):  
Yetta Kwailing Wong ◽  
Christine Kong-Yan Tong ◽  
Ming Lui ◽  
Alan C.-N. Wong
Keyword(s):  
Hong Kong ◽  
Developmental Dyslexia ◽  
Word Reading ◽  
Reading Performance ◽  
Perceptual Fluency ◽  
Hong Kong Chinese ◽  
Perceptual Expertise ◽  
Chinese Characters ◽  
Chinese Reading ◽  
Hong Kong Chinese Children

This study explores the theoretical proposal that developmental dyslexia involves a failure to develop perceptual expertise with words despite adequate education. Among a group of Hong Kong Chinese children diagnosed with developmental dyslexia, we investigated the relationship between Chinese word reading and perceptual expertise with Chinese characters. In a perceptual fluency task, the time of visual exposure to Chinese characters was manipulated and limited such that the speed of discrimination of a short sequence of Chinese characters at an accuracy level of 80% was estimated. Pair-wise correlations showed that perceptual fluency for characters predicted speeded and non-speeded word reading performance. Exploratory hierarchical regressions showed that perceptual fluency for characters accounted for 5.3% and 9.6% variance in speeded and non-speeded reading respectively, in addition to age, non-verbal IQ, phonological awareness, morphological awareness, rapid automatized naming (RAN) and perceptual fluency for digits. The findings suggest that perceptual expertise with words plays an important role in Chinese reading performance in developmental dyslexia, and that perceptual training is a potential remediation direction.

Naming Difficulties in Language-Disabled Children

1997 ◽  
Vol 40 (5) ◽  
pp. 1026-1036 ◽  
Author(s):  
Miriam Faust ◽  
Lilly Dimitrovsky ◽  
Shira Davidi
Keyword(s):  
Semantic Information ◽  
Treatment Approach ◽  
Naming Task ◽  
Disabled Children ◽  
Phonological Information ◽  
Feeling Of Knowing ◽  
Language Disabilities ◽  
Word Representation ◽  
Phonological Treatment ◽  
Tip Of The Tongue

The "tip of the tongue" (TOT) paradigm in a picture-naming task was presented to 14 children with language disabilities (LD) and 14 children without language disabilities (ND). Although the two groups did not differ in the semantic information they had on words they could not fully retrieve, the LD children had less valid and more invalid phonological information. They also had fewer correct responses and spontaneous recalls, more "Don't Know"s (DK) and TOTs, and less accurate "feeling of knowing" (FOK) judgments. These results, demonstrating dissociation between the semantic and phonological levels of word representation, support a two-stage model of word retrieval. These findings are evidence in favor of a phonological treatment approach for naming problems in LD children.

A Longitudinal Study of Phonological Awareness, Visual Skills, and Chinese Reading Acquisition among First-graders in Taiwan

1997 ◽  
Vol 20 (2) ◽  
pp. 249-268 ◽  
Author(s):  
H. S. Huang ◽  
J. Richard Hanley
Keyword(s):  
Phonological Awareness ◽  
Reading Ability ◽  
Predictive Power ◽  
Chinese Children ◽  
First Year ◽  
Chinese Characters ◽  
Chinese Reading ◽  
Phonological Processes ◽  
Paired Associates ◽  
Visual Skills

The main purpose of this study was to investigate whether a child’s phonological awareness and visual skills before instruction in school had any predictive power for later Chinese reading ability among 1st-graders in Taiwan. The study also examined the extent to which phonological awareness and visual skills varied in three separate testing sessions during the 1st grade. These testing sessions took place just before the children had learned the alphabetic system Zhu-Yin-Fu-Hao, immediately after the children had learnt Zhu-Yin-Fu-Hao, and, finally, at the end of the first year of schooling. Forty 6-year-old Chinese children from Taiwan took part in the study. The test materials included a Chinese Characters Reading Test, a set of Phonological Awareness tests, a Visual Paired Associates learning test, and a vocabulary and IQ test. Phonological awareness at the first testing session was found to be significantly related to the ability to read Chinese characters at the end of the first year. However, the predictive power of early phonological awareness decreased markedly when the effects of preschool reading scores were partialled out. Therefore, the study provided evidence that phonological processes are significantly related to success in the first year of Chinese reading, but was unable to establish whether or not differences in phonological skills are a cause of differences in the reading ability of Chinese children. In addition 10 weeks of instruction in Zhu-Yin-Fu-Hao led to an increase in performance on all tests of phonological awareness. This is consistent with the view that learning an alphabetic script improves phonological awareness ability.

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