The goal of this study is to investigate whether different types of structures and lexical tones of Chinese characters cause different processing fluency. In Experiment 1, participants’ explicit affective assessments of Chinese characters with different structures, frequencies, and lexical tones were analyzed. Results indicated that participants showed explicit preferences and dispreferences to different structures and lexical tones. In Experiment 2, participants’ implicit responses to different structures and lexical tones were investigated using a metaphor experimental paradigm. Results were consistent with the (...) major findings of Experiment 1. In Experiments 3 and 4, participants’ recognition of words of different structures and lexical tones were analyzed. Results revealed that participants had a better memory for Surround structure characters when stimuli were visually presented and for Tone 3 when stimuli were auditorily presented. Finally, the significance and implications of this study are discussed. (shrink)

This study used priming paradigm with lexical decision task to examine the effects of different levels of semantic relatedness on the identification of Chinese phonetic–semantic compound characters. Unlike previous studies that simply classify Chinese compound characters as semantically transparent or opaque, we categorize the semantic relatedness between semantic radicals and the target characters containing them into five levels: highly related, moderately related, minimally related, unrelated but sharing the semantic radical, and unrelated without sharing the semantic radical. Moreover, three stimulus-onset asynchrony (...) s were used in this study to dissociate the radical- and character-level semantic priming effects. Results revealed a graded priming effect of the semantic radical on character recognition in Chinese readers for all SOAs. More specifically, the facilitative effect of the semantic radical on character processing was most evident for the high condition, followed by the minimal, form-only, and control conditions. This suggests a graded priming effect of the semantic radical on character identification. (shrink)

This study adopted a change detection task to investigate whether and how recognition intent affects the construction of orthographic representation in visual word recognition. Chinese readers and nonreaders detected color changes in radical components of Chinese characters. Explicit recognition demand was imposed in Experiment 2 by an additional recognition task. When the recognition was implicit, a bias favoring the radical location informative of character identity was found in Chinese readers , but not nonreaders . With explicit recognition demands, the effect (...) of radical location interacted with radical function and word frequency . An estimate of identification performance under implicit recognition was derived in Experiment 3. These findings reflect the joint influence of recognition intent and orthographic regularity in shaping readers’ orthographic representation. The implication for the role of visual attention in word recognition was also discussed. (shrink)

There is controversy around whether presenting sub-character units such as radicals and strokes are beneficial to L2 Chinese learning. The present study explored the effects of radical markings and stroke order animations on learning Chinese characters. Forty Chinese L2 learners with native alphabetic languages were divided into high-and low-level groups. They were first required to learn Chinese characters under four conditions either: presented radical markings with stroke animations; presented no radical markings with stroke animations; presented radical markings without stroke animations; (...) or presented neither radical markings nor stroke animations. After learning, the participants were given character recognition and character-meaning matching tests. Results showed that the presentation of radical markings increased the participants’ reaction times in the character recognition test and decreased their recognition accuracy. Moreover, presenting stroke order animations also decreased the participants’ accuracy in recognizing characters. Beyond that, presenting radical markings and stroke order animations had no significant influence on character-meaning matching tests. These results indicate that providing radical and stroke information might interfere with character learning instead of facilitating character learning. The results suggest that excessive visual information introduced in the learning process may increase L2 learners’ cognition load. Also, the findings contribute to theoretical arguments about the analytic and holistic processing of Chinese characters and the pedagogical implications for teaching Chinese as a second language. (shrink)

This study investigates the effects of visual mnemonics and the methods of presenting learning materials on learning visually similar characters for Chinese-as-second-language (CSL) learners. In supporting CSL learners to build robust orthographic representations in Chinese, addressing the challenges of visual similarity of characters (e.g., 理 and 埋) is an important issue. Based on prior research on perceptual learning, we tested three strategies that differ in the extent to which they promote interrelated attention to the form and meaning of characters: (1) (...) Stroke Sequence, aform-emphasisstrategy, (2) Key-images, aform+meaningstrategy utilizing visual code, (3) Pithy Formulas with Key-images, aform+meaningstrategy combining visual and verbal codes. A pretest–posttest equivalent-group design was adopted. The independent variables were the learning strategy, the method of presenting character pairs (visually similar vs. dissimilar), and testing time. The dependent variables were learners’ proportions of accurate responses to reading and writing Chinese characters through a posttest (immediately performed after learning) and a delayed posttest (1 week after learning); a learner experience survey was also administered to investigate learners’ opinions on each strategy. Sixty-six non-beginning learners of Chinese participated; they were randomly assigned to one of the two groups in which participants learned ten charactersviathe three strategies, respectively, differing between whether the characters were presented in similar pairs or dissimilar pairs. Data were analyzedviathree-way ANCOVAs. The Pithy Formulas with Key-images and the Key-images generally yielded higher writing accuracy than Stroke Sequence immediately after learning. Notably, the advantage of the Pithy Formulas with Key-images (verbal and visual) over the Key-images (visual) on writing was specific to the participants that learned with visually similar pairs rather than those that learned with dissimilar pairs. All strategies were effective for reading, yet learners’ experience ratings favored the twoform+meaningstrategies over the strategy that focused primarily onform.Suggestions for future research and pedagogical implications on learning visually similar characters were offered. (shrink)

Pinyin is a phonological encoding system used to spell modern Chinese Mandarin due to the phonological opacity of Chinese characters. The present study examined the role of Pinyin spelling in the reading abilities of adolescents learning Chinese as a foreign language. A total of 158 Indonesian senior primary students were tested on Pinyin spelling, character production, listening comprehension, depth of vocabulary knowledge, and reading comprehension. Pinyin spelling skills were assessed by two measures, Pinyin Dictation and Pinyin Tagging. Path analysis revealed (...) that even after controlling for the effect of character production, Pinyin dictation performance influenced reading comprehension through the mediating effect of listening comprehension and the depth of vocabulary knowledge, and Pinyin tagging performance also influenced reading comprehension through the mediating effect of the depth of vocabulary knowledge. The results highlight the importance of Pinyin skills for Chinese reading abilities of CFL learners. As a reliable and explicit indicator of specifying Chinese phonological representations and processing, Pinyin spelling has a long-term and multifaceted influence on higher-level CFL abilities. (shrink)

People unfamiliar with Chinese characters show poorer visual working memory (VWM) performance for Chinese characters than do literates in Chinese. In a series of experiments, we investigated the reasons for this expertise advantage. Experiments 1 and 2 showed that the advantage of Chinese literates does not transfer to novel material. Experts had similar resolution as novices for material outside of their field of expertise, and the memory of novices and experts did not differ when detecting a big change, e.g., when (...) a character’s color was changed. Memorizing appears to function as a rather abstract representation of word forms because memory for characters’ fonts was poor independently of expertise (Experiment 3), though still visual. Distractors that were highly similar conceptually did not increase memory errors, but visually similar distractors impaired memory (Experiment 4). We hypothesized that literates in Chinese represent characters in VWM as tokens of visual word forms made available by long-term memory. In Experiment 5, we provided novices with visual word form knowledge. Participants subsequently performed a change detection task with trained and novel characters in a functional magnetic resonance experiment. We analyzed set size- and training-dependent effects in the intraparietal sulcus (IPS) and the visual word form area. VWM for trained characters was better than for novel characters. Neural activity increased with set size and at a slower rate for trained than for novel characters. All conditions approached the same maximum, but novel characters reached the maximum at a smaller set size than trained characters. The time course of the bold response depended on set size and knowledge status. Starting from the same initial maximum, neural activity at small set sizes returned to baseline more quickly for trained characters than for novel characters. Additionally, high performers showed generally more neural activity in the IPS than low performers. We conclude that experts’ better performance in working memory (WM) is caused by the availability of visual long-term representations (word form types) that allow a sparse representation of the perceived stimuli and make even small changes big because they cause a type change that is easily detected. (shrink)

Our understanding of the cognitive processes involved in reading has been advanced by computational models that simulate those processes. Unfortunately, most of these models have been developed to explain the reading of English and other alphabetic languages, with relatively fewer efforts to examine whether or not the assumptions of these models also explain what has been learned from other languages and, in particular, non-alphabetic writing systems like Chinese. In this article, we will review those computational models that have been developed (...) to explain the reading of Chinese, with the goal of comparing their theoretical assumptions to those of models that explain the reading of English. Our analysis indicates that there are both points of convergence and divergence between the theoretical assumptions of Chinese versus English models, suggesting that the cognitive systems supporting reading may be differentially influenced by features of the languages and/or writing systems, or that certain theoretical assumptions developed to explain the reading of one language might be adapted to explain the reading of others. (shrink)

Measuring Chinese character recognition ability is essential in research on character learning among learners of Chinese as a second language. Three methods are typically used to evaluate character recognition competence by investigating the following properties of a given character: pronunciation, meaning, and pronunciation and meaning. However, no study has explored the similar or dissimilar outcomes that these three measurements might yield. The current study examined this issue by testing 162 CSL learners with various L1 backgrounds and Chinese proficiency levels. Participants' (...) performance in character recognition measured using a phonological method, a semantic method, and a PS method was compared, which led to two major findings. In terms of similarity, participants' performance in character recognition and the influence of L1 background and Chinese proficiency level on character recognition was similar across the three methods. As for differences, the semantic method could yield a character recognition test with better quality than the other two methods, and the three methods yielded different best fitting models and showed different predictions for Chinese proficiency across different L1 groups. Theoretical and practical implications of these findings are proposed. (shrink)

Reading in Chinese is complex because readers should not only recognize characters by basic units but also integrate characters into words when reading text. While many efforts have been devoted to investigating the effect of sub-lexical orthographic knowledge in Chinese character reading, less is known about the role played by lexical orthographic knowledge at word level. A total of 424 secondary learners with Chinese as a second language in Hong Kong were assessed with character reading, reading comprehension, and two lexical (...) orthographic knowledge tasks: lexical orthographic choice and lexical orthographic choice in context. Path analysis results demonstrated that these lexical orthographic skills significantly mediated the effect of character reading on comprehension, in which OKCC was a more critical mediator as its mediating effect was bigger than that of OKC. Further analyses showed that these mediating effects were significant only among students with richer learning experience. Our results illustrate the possible trajectory of CSL learners’ literacy development from character reading to reading comprehension and provide pedagogical implications for teaching and learning. (shrink)