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

SUBMITTER: Zhai M 

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

REPOSITORIES: biostudies-literature