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1.
Clay Williams 《Reading and writing》2013,26(2):293-315
This study examines the effects of semantic and phonetic radicals on Chinese character decoding by high-intermediate level Chinese as a foreign language (CFL) learners. The results of the study suggest that the CFL learners tested have a well-developed semantic pathway to recognition; however, their phonological pathway is not yet a reliable means of character identification. Semantic radicals that correctly pertain to character meaning facilitated reaction time in semantic categorization tasks, while radicals that had no immediately interpretable relation to character meaning had a strong inhibitory effect. The relative accuracy of phonetic radicals (for predicting the whole-character’s pronunciation) did not measurably improve homonym recognition. In a lexical decision task (Experiment 3), the subjects were significantly slower in identifying pseudo-characters when the phonological component was blurred, indicating that, despite having unreliable phonological pathways to character recognition, the subjects were still using phonological radical analysis as their default recognition strategy; however, the author argues that the radical is likely being used for orthographic disambiguation more than for phonological properties. 相似文献
2.
We report two experiments investigating the effect of phonological priming on the recognition of two types of Chinese characters: compound targets which contain separate radical components; and integrated targets which do not contain separate radicals. We used a masked priming paradigm with varying prime-target exposure durations. In Experiment 1, phonological priming effects on compound target recognition were found following a 50 msec SOA. However, there was no evidence of phonological priming on integrated target recognition at this SOA. In Experiment 2 we investigated the time course of phonological priming effects at three prime-target SOAs (30, 50 and 80 msec) in a between-subjects design. Semantic priming effects were also investigated. Phonological priming effects on compound target recognition were found following the 50 msec and the 80 msec SOAs. However, there was no evidence of phonological priming on integrated target recognition at any SOA. Semantic priming effects on both compound and integrated target recognition were found in the 50 msec and the 80 msec SOA conditions suggesting that phonological and semantic activation are co-incidental during compound character recognition. We conclude that character type constrains the activation of phonology during Chinese character recognition. 相似文献
3.
白举 《黄冈职业技术学院学报》2012,(1):44-47
参考汉字学、心理学等学科核心期刊或报纸的有关研究成果,讨论了近三十年的汉字认知方面的研究情况。这些成果大致分为汉字本体与汉字认知研究、汉字教学与汉字认知研究、汉字认知生理因素研究、汉字认知心理特点研究、汉字认知与信息处理研究等。其中研究汉字结构认知和研究认知心理因素的论文偏多,特别是汉字认知的大脑效应研究,这些大多是通过提出假说、设计实验进行研究的,得出的结论比较有说服力。 相似文献
4.
The effects of semantic and phonetic radicals on Chinese character decoding were examined. Our results suggest that semantic
and phonetic radicals are each available for access when a corresponding task emphasizes one or the other kind of radical.
But in a more neutral lexical recognition task, the semantic radical is more informative. Semantic radicals that correctly
pertain to character meaning facilitated reaction time in semantic categorization tasks (Experiment #1), while radicals that
had no immediately interpretable relation to character meaning had a strong inhibitory effect. Likewise, phonetic radicals
that accurately indicated a character’s pronunciation facilitated a homonym recognition task (Experiment #2), whereas phonetic
radicals that differed significantly in pronunciation from their character inhibited homonym recognition. In a lexical decision
task (Experiment #3) where each character had either a blurred semantic radical or a blurred phonetic radical, the characters
with a blurred semantic radical elicited a significantly higher error rate and a trend for longer response times. These results
are interpreted to indicate that while educated native Chinese speakers have full use of both semantic and phonetic paths
to character decoding, there is a slight predisposition to semantic decoding strategies over phonetic ones indicating that
the semantic path is the default means of character recognition. 相似文献
5.
Sun-A Kim Jerome Packard Kiel Christianson Richard C. Anderson Jeong-Ah Shin 《Reading and writing》2016,29(7):1409-1434
This study investigated whether orthographic consistency and individual learner differences including working memory (WM), first language (L1) background, and second language (L2) proficiency affect Chinese L2 learners’ literacy acquisition. Seventy American college students in beginning or intermediate Chinese classes participated in a character learning-and-reading experiment, and completed WM tasks and an L2 proficiency test. In the learning phase of the experiment, participants were asked to master 18 unfamiliar Chinese characters of three levels of consistency—consistent, semi-consistent, and inconsistent. Then in the transfer test of the experiment, participants read 60 novel, artificial characters analogous to the learned characters. Significant consistency effects for learning and reading new characters were found, with no effects of WM and L1. In particular, an interaction effect between consistency and L2 proficiency found in the learning phase indicated that participants with higher L2 proficiency learned the fully consistent characters better and faster than those with lower proficiency. These results suggest that L2 proficiency facilitates awareness of consistency, enabling learners to learn novel characters faster and more accurately. The findings of this study are compared with the character acquisition of beginning L1 Chinese readers and with L2 learners’ acquisition of other types of characters. 相似文献
6.
采用词汇判断作业,设置了频率(高频和低频)和部件数(2部件和3部件)两个变量,考察了部件数和字频对汉字加工的影响。结果发现高、低频真字均有部件数效应,字频效应也显著,但字频和部件数不存在交互作用。这表明汉字是以末级部件为心理表征的,部件数对高频和低频汉字的识别都有影响。 相似文献
7.
Xiujie Yang 《教育心理学》2020,40(7):893-911
AbstractThe present study examined phonological processing skills (phonological memory, phonological awareness, and rapid automatised naming, RAN) in relation to early Chinese reading and early Chinese mathematics for young children. Early Chinese reading was assessed with single character reading and multi-character word reading, and early mathematics was assessed with procedural arithmetic and arithmetic story problems. Among 86 Chinese kindergarteners, phonological processing skills explained 20% of the variance in character reading and 28% of the variance in word reading; they accounted for 8% of the variance in arithmetic and 11% of the variance in story problem performance. Specifically, findings further highlight the general importance of phonological awareness in early Chinese single character reading, word reading, simple arithmetic and story problems, and the specific role of RAN in single character reading and simple arithmetic.
- Highlights
Phonological awareness and rapid automatised naming explained unique variance in Chinese single character reading and procedural arithmetic.
Only phonological awareness significantly accounted for unique variance in Chinese word reading and arithmetic story problems.
The associations of phonological awareness with procedural arithmetic and arithmetic story problem were maintained even beyond other variables.
8.
王有卫 《安徽广播电视大学学报》2012,(3):74-78
二十世纪以来,汉字存在着两种争论:存废之争和繁简之争。存废之争跟治国兴邦相联系,繁简之争跟传承传统文化相联系。繁简之争扩大到海峡两岸,台湾有人称其为"正体字"与简化字之争,这个争论跟拓展文化市场相联系。台湾学者李鍌先生给所谓"正体字"作界定,本文认为这个界定存在着逻辑错误和不符合事实的问题。 相似文献
9.
ABSTRACTReaders often comprehend belief-consistent information from multiple texts better compared with belief-inconsistent information (text-belief consistency effect). The aim of the present study was to investigate whether adolescents’ comprehension of multiple texts is similarly impacted by their beliefs. Moreover, readers’ prior knowledge and an alternating (compared with a blocked) mode of presenting multiple texts were expected to attenuate the text-belief consistency effect. High school students read two belief-consistent and two belief-inconsistent texts on one of two scientific issues in different modes of presentation (blocked vs. alternating). A recognition task was used to assess situation model strength for each text, and prior beliefs and prior knowledge were measured before the main experiment. As expected, in the blocked mode of presentation high school students had a stronger situation model for belief-consistent texts. In the alternating mode of presentation, participants had similar situation model strengths for the different texts. Moreover, high-knowledge participants experienced a text-belief consistency effect, whereas low-knowledge participants had weaker and similar situation models for the texts. 相似文献
10.
This study examined the associations of Chinese visual-orthographic skills, phonological awareness, and morphological awareness to Chinese and English word reading among 326 Hong Kong Chinese second- and fifth-graders learning English as a second language. Developmentally, tasks of visual-orthographic skill, phonological awareness, and morphological awareness improved with age. However, the extent to which each of the constructs explained variance in Chinese and English word reading was stable across age but differed by orthography. Across grades, visual-orthographic skills and morphological awareness, but not phonological awareness, were uniquely associated with Chinese character recognition with age and nonverbal IQ statistically controlled. In contrast, Chinese visual-orthographic skills and phonological awareness, but not morphological awareness, accounted for unique variance in English word reading even with the effects of Chinese character recognition and other reading-related cognitive tasks statistically controlled. Thus, only visual-orthographic skills appeared to be a consistent factor in explaining both Chinese and English word reading, perhaps in part because Hong Kong Chinese children are taught in school to read both Chinese and English using a “look and say” strategy that emphasizes visual analysis for word recognition. These findings extend previous research on Chinese visual-orthographic skills to English word reading and underscore commonality and uniqueness in bilingual reading acquisition. 相似文献
11.
针对测试系统操作只需少量文字服务的实际情况,提出一种在线文字识别用于测试系统操作的方法.该方法借鉴笔段链码特征,建立以笔画-笔段数目作为检索参数的字典库;按领衔文字列显命令供用户点击选用,依据转换表形成实际操作命令.应用结果表明,该方法操作简单、可靠,保密性好,拓展了手写汉字在线识别的应用范围. 相似文献
12.
Hong Li Hua Shu Catherine McBride‐Chang Hongyun Liu Hong Peng 《Journal of Research in Reading》2012,35(3):287-307
Tasks tapping visual skills, orthographic knowledge, phonological awareness, speeded naming, morphological awareness and Chinese character recognition were administered to 184 kindergarteners and 273 primary school students from Beijing. Regression analyses indicated that only syllable deletion, morphological construction and speeded number naming were unique correlates of Chinese character recognition in kindergarteners. Among primary school children, the independent correlates of character recognition were rime detection, homophone judgement, morpheme production, orthographic knowledge and speeded number naming. Results underscore the importance of some dimensions of both phonological processing and morphological awareness for both very early and intermediate Chinese reading acquisition. Although significantly correlated with character recognition in younger (but not older) children, visual skills were not uniquely associated with Chinese character reading at any grade level. However, orthographic skills were strongly associated with reading in primary school but not kindergarten, suggesting that orthographic skills are more important for literacy development as reading experience increases. 相似文献
13.
Diane J. Fairbairn 《教育政策杂志》2013,28(3):223-234
Theoretical writings on policy analysis have often dealt with the problem of adjudicating value issues as well as the problem of complexity. Since both these problems are ultimately epistemological in character, this paper explores their structure from a less familiar non‐foundational, coherentist epistemological framework, within the context of the synoptic/anti‐synoptic debate in policy analaysis. The paper argues against a sharp distinction between fact and value in policy choice, and recommends the gradual replacement of ubiquitous folk psychological simplifying assumptions in favour of scientific ones, where predictions systematically lapse, as a step towards dealing with complexity. 相似文献
14.
15.
Abstract This paper begins by establishing the existence of a debate in the broader educational community about the nature, meaning and significance of educational research, and its recognition that different approaches to educational research do not simply represent different strategies for data collection but rest on and express different ideologies that implicate different political attitudes among teachers, students, subject‐matters,schools, support agencies and researchers themselves. Evidence can be seen that this debate is beginning to appear in the science education literature and it is believed that the arguments can be extended. It is argued that research in science education and environmental education needs to consider methodology in the political terms of ideology, rather than simply in the technical terms of method and technique. Some of the recent thinking about the politics of method in both science education and environmental education, is then considered briefly and a number of meta‐research questions are proffered that might focus further attention on the political theory of research in these two fields. 相似文献
16.
汉字的系统性与汉字认知 总被引：4，自引：1，他引：4
李大遂 《暨南大学华文学院学报》2006,(1):13-21
汉字是记录汉语的符号体系,有其自身的系统性。探求汉字的系统性,并力所能及地对其加以利用,在汉字认知上具有显而易见的意义。汉字的偏旁不但具有构形的功能,而且具有表示音义的功能,因而合体汉字偏旁之间不仅有外部结构关系,也有内部结构关系。汉字的系统性体现在形、音、义3个方面,汉字的字形系统因外在的形体联系而形成,汉字的读音系统因内在的读音联系而形成,汉字的意义系统因内在的意义联系而形成。汉字虽然繁难,但认知得法也可以化难为易,至少可以减轻难度,提高效率。所谓得法,就是了解汉字内在的系统性,然后循着汉字的系统性去进行认知。为了减轻汉字认知的难度,提高汉字认知的效率,至少可以从以下几方面作出努力:其一,以必要的汉字的理论知识为指导,提高学习者汉字认知能力;其二,以偏旁为纲,把一个个汉字放到整个系统中去学习,力求取得纲举目张的效果;其三,通过结构分析和字族字系联来培养汉字系统认知能力。 相似文献
17.
《British Journal of Educational Studies》2012,60(4):398-416
Abstract This paper argues that debating the relative possibility and desirability of past reconstruction and present interpretation cannot furnish an adequate response to questions about the character and value of history. It is also necessary to debate whether or not to acknowledge, and therefore engage with, the social and political consequences of historical enquiry, which includes taking responsibility for a relationship with its audience. 相似文献
18.
The present study examined the influence of the features of Chinese characters, such as frequency, regularity and consistency, on the accuracy with which they were read by two groups of adult Chinese learners. Twenty-two English-speakers and 31 Japanese-speakers studying Chinese at a Taiwanese University read 130 Chinese characters that varied along the dimensions of regularity, consistency, number of strokes and familiarity (frequency with which they appeared in instructional texts). The results suggest that lexical and sub-lexical features, such as regularity and consistency, play an important role in reading Chinese among Chinese language learners. Furthermore, differences between the Japanese- and English-speaking participants suggest that the first language (L1) phonology and writing system may influence Chinese character learning. In addition, the language proficiency of Chinese language learners also influences sensitivity to sublexical features in naming Chinese characters. Finally, Chinese language learners with both L1s follow the same trajectory for developing orthography-to-phonology knowledge reported for native Chinese-speaking children. 相似文献
19.
AbstractThis study aims to identify the predictors of Chinese reading and literacy skills among Chinese school children in Taiwan. Participants recruited in the study were 182 Grade 1 elementary school students. First, data were collected on these students’ literacy skills, which comprised morphological awareness, orthography processing, visual perception skills, phonological awareness, and rapid automatised naming. In Grade 2, data were collected from these students on their word decoding skills, which comprised character recognition and reading fluency. Finally, in Grade 3, data were collected on the Chinese comprehension skills of the same students. A structural equation model examined the direct and indirect effects of students’ literacy skills at Grade 1 on their reading comprehension at Grade 3, with students’ word decoding at Grade 2 acting as a mediator. Results showed that reading comprehension of students at Grade 3 was predicted by their literacy skills at Grade 1. 相似文献
20.
This paper presents a methodology for off-line handwritten Chinese character recognition based on mergence of consecutive segments of adaptive duration. The handwritten Chinese character string is partitioned into a sequence of consecutive segments,which are combined to implement dissimilarity evaluation within a sliding window whose durations are determined adaptively by the integration of shapes and context of evaluations. The average stroke width is estimated for the handwritten Chinese character string,and a set of candidate character segmentation boundaries is found by using the integration of pixel and stroke features. The final decisions on segmentation and recognition are made under minimal arithmetical mean dissimilarities. Experiments proved that the proposed approach of adaptive duration outperforms the method of fixed duration,and is very effective for the recognition of overlapped,broken,touched,loosely configured Chinese characters. 相似文献