Sensitivity to the positional information of morphemes inside Chinese compound words and its relationship with word reading     

Duo Liu  Kevin Kien Hoa Chung  Yimin Zhang  Zheng Lu 《Reading and writing》2014,27(3):431-450

The purpose of the present study was to investigate developmental differences in lexical processing and sensitivity to the positional information of constituent morphemes with reference to Chinese word-reading ability. One hundred mainland Chinese children (50 s graders and 50 third graders) and 22 high school students were tested with a lexical decision task. The primary school children were also tested for Chinese character reading, morphological awareness, phonological awareness, and non-verbal intelligence. We found that although both primary school children and high school students performed worse in the reversed condition (i.e., the pseudo-words were created by reversing the order of the two characters in real Chinese words) than in the real (i.e., real Chinese compound words) and random conditions (i.e., the pseudo-words were constructed by randomly combining the characters in the reversed condition), the performances of high school students in the reversed condition were closer to their performances in the other two conditions. Correlational analyses conducted on the primary school children revealed that the responses of second- and third-grade children on the lexical decision task were moderately correlated with their Chinese character reading. We also found that, after controlling for age and non-verbal IQ, the reaction time difference between the real and reversed conditions significantly predicted Chinese character reading. The results were discussed by exploring the nature of the lexical decision task, the sensitivity of Chinese children to the positional information of morphemes inside compound words, and the association of such sensitivity with their word-reading performance.  相似文献   

When technology,science and culture meet: insights from ancient Chinese technology     

Yeung Chung Lee 《Cultural Studies of Science Education》2018,13(2):485-515

This paper draws together two important agendas in science education. The first is making science education more inclusive such that students from non-Western or indigenous cultures can benefit from culturally relevant curricula. The second is integrating technology into the curriculum under the umbrella of Science–Technology–Society (STS) education to embrace the social aspects of science, with technology serving as a bridge. The advancement of the first agenda is hindered by the pursuance by both Western and non-Western societies of narrow cultural and practical goals without considering the development of science and technology from a cross-cultural perspective. The second agenda is limited by the misconception that technology is applied science, leading to the exclusion from STS discussions of pre-science or indigenous technologies developed by non-Western cultures. Through selected case studies of the evolution of Chinese traditional technologies and their interaction with science, this paper offers a perspective from the Far East, and argues for situating culturally responsive science education in broader historical and cross-cultural contexts to acknowledge the multi-cultural contributions to science and technology. A form of cross-cultural STS education is advanced, encompassing the cultural basis of technological developments, technology diffusion, interactions of traditional technology with science, and the potential development of traditional or indigenous technologies. This approach provides a bridge between the existing universal science education paradigm promoted in the West and the different forms of multi-cultural education advocated by indigenous science educators. To translate theory into practice, a conceptual framework is proposed in which the essential transdisciplinary knowledge base, curricular goals, and pedagogical approaches are embedded.  相似文献   

Ethnic Differences in Career,Academic, and Social Self-Appraisals Among Incoming College Freshmen     

Y. Barry Chung  William E. Sedlacek 《Journal of College Counseling》1999,2(1):14-24

Ethnic differences in self-appraisals among 2,743 incoming college freshmen were examined in this study. Results showed that (a) Asian and Black students reported lower academic and social self-appraisals than did White students, and (b) Asian students reported lower career and social self-appraisals than did Black students. Practical and research implications are discussed in the article.  相似文献   

Children can represent complex social status hierarchies: Evidence from Indonesia     

Jamie Amemiya  Kiara Widjanarko  Irene Chung  Lin Bian  Gail D. Heyman 《Child development》2023,94(6):1730-1744

Children's ethnicity-status associations are often studied in societies where one ethnic group possesses status across multiple dimensions, such as political influence and wealth. This study examined children's (6–12 years) and adults' representations of more complex hierarchies in Indonesia (N = 341; 38% Native Indonesian, 33% Chinese Indonesian, and 27% other ethnicities; 55% female, 36% male; 2021–2022), a society where ethnic groups hold distinct forms of status (on average, Native Indonesians have political influence; Chinese Indonesians have wealth). By 6.5 years, children associated Native Indonesians with political influence and Chinese Indonesians with wealth. Intersectional analyses indicated that ethnicity-status associations were stronger for male than female targets. Children of all ethnicities preferred Chinese Indonesians and preferences were predicted by wealth judgments.  相似文献