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Exploring the effects of knowledge of writing on reading Chinese characters in skilled readers.

ABSTRACT: Knowledge about how characters are written has been argued to play a particularly important role in how children learn to read Chinese. In the current study, we investigate the role that knowledge about writing characters plays in visual word processing in skilled adult readers. While there is clear neuropsychological evidence against the strong version of the hypothesis that reading depends on writing in Chinese even once literacy is acquired, it is still possible that writing could have a modulatory influence on how visually presented Chinese characters are processed in literate readers. The present study addressed this hypothesis using a visual same/different judgment task on pairs of characters that vary in how similar the 2 characters are visually and how similar they are in terms of motor plan, using 24 expert readers and writers of Chinese and 24 naïve participants with no prior experience with written Chinese as subjects. The results of linear mixed-effects modeling indicate that the speed of same/different judgments is influenced by visual similarity, but not by how similar they are written, even in the group of skilled readers. These results suggest that knowledge of how Chinese characters are written does not influence visual character processing in skilled readers. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

SUBMITTER: Zhai M

PROVIDER: S-EPMC6330147 | biostudies-literature | 2019 Apr

REPOSITORIES: biostudies-literature

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Exploring the effects of knowledge of writing on reading Chinese characters in skilled readers.

Zhai Mingjun M Fischer-Baum Simon S

Journal of experimental psychology. Learning, memory, and cognition 20180712 4

Knowledge about how characters are written has been argued to play a particularly important role in how children learn to read Chinese. In the current study, we investigate the role that knowledge about writing characters plays in visual word processing in skilled adult readers. While there is clear neuropsychological evidence against the strong version of the hypothesis that reading depends on writing in Chinese even once literacy is acquired, it is still possible that writing could have a modu ...[more]

PMID: 29999402

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Project description:Academic English is discipline-specific and requires a high level of linguistic knowledge as well as expertise in respective fields. Therefore, doctoral students with limited exposure to academic English tend to face challenges in dealing with its demands, especially when they come from non-native English-speaking (NNES) backgrounds. At the doctoral level, research students are expected to work independently. Therefore, the ability to critically engage with academic materials written in English and the ability to write a dissertation in English at an expected standard play essential roles in successful PhD completion for students studying in international PhD programs where everything is conducted in English. This study investigates the relationship between English academic reading (EAR) and English academic writing (EAW) abilities among NNES doctoral students. We conducted a survey by employing a 1-6 Likert scale, following Dörnyei and Dewaele (2022), in the 2021-2022 academic year. A total of 255 international doctoral students studying in 65 PhD programs across Hungary voluntarily participated in the study. The students came from 49 countries and represented 48 mother tongues. The analysis revealed that students were positive about their abilities in both EAR and EAW, even though there was a significant gender difference at the p < 0.01 level. Additionally, students with the highest English proficiency level (C2) were found to be the most confident about their EAR and EAW abilities. The most junior students from 1st-year PhD programs were less confident about their abilities compared to their peers from 2nd, 3rd, 4th-year PhD programs. The analysis showed a significantly positive correlation between EAR and EAW (r = 0.792, p < 0.001). This study highlighted the inseparable role of EAR in fulfilling doctoral requirements and submitting a dissertation within a contracted PhD time framework, indicating the importance of targeted language support in facilitating academic progression within PhD programs.

Dataset Information

Exploring the effects of knowledge of writing on reading Chinese characters in skilled readers.

Publications

Exploring the effects of knowledge of writing on reading Chinese characters in skilled readers.

Similar Datasets

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