Kanji writing acquisition through sequential stimulus pairing in Japanese students with writing difficulties
Kanji writing acquisition through sequential stimulus pairing in Japanese students with writing difficulties
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有书写困难的日本学生通过顺序刺激配对习得汉字
DOI：
10.1007/s40732-018-0280-5
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Yamamoto Jun-ichi
中科院分区：
文献类型：
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作者：
Omori Mikimasa;Yamamoto Jun-ichi
在日本，无论是一般发展中国家的学生和发展障碍的学生往往表现出困难的汉字（日本表意文字）写作。这些学生有时表现出镜像书写（retrography），这表明他们很难找到汉字词的部分，而不是在写作本身。我们研究了五名写作困难的学生是否可以学习和保持汉字词，语音和相应的图片之间的刺激关系所需的写作技能，通过使用两种类型的配对程序：顺序刺激配对（SSP）和刺激配对（SP）。在SSP过程中，在显示整个汉字词之前，汉字词的两个部分之一显示在显示器的一侧，而另一部分顺序地显示在另一侧。在SP过程中，整个汉字词和它的发音是第一次，其次是相应的图片。训练的效果，作为衡量写作表现和训练块的数量，以满足掌握标准，通过二项式测试和方差分析进行了评估。结果表明，所有的学生都学会了正确地写汉字词使用这两个程序，虽然SSP程序需要较少的训练块，使学生能够保持他们的知识更长的时间。这些结果表明，呈现刺激的部分顺序在其正确的空间位置，使其更容易观察汉字刺激，因此可能有助于汉字写作技能的收购。
In Japan, both typically developing students and students with developmental disabilities often exhibit difficulties with Kanji (Japanese ideogram) writing. These students sometimes demonstrate mirror writing (retrography), suggesting that they have difficulty in locating the parts of Kanji words rather than in writing itself. We examined whether five students with writing difficulties could learn and maintain the stimulus relations among Kanji words, spoken sounds, and corresponding pictures required for writing skills by using two types of pairing procedures: sequential stimulus pairing (SSP) and stimulus pairing (SP). In the SSP procedure, one of the two parts of a Kanji word was presented on the one side of a display, and the other part was sequentially presented on the other side, prior to presentation of the whole Kanji word. In the SP procedure, the whole Kanji word and its spoken sound were presented first, followed by its corresponding picture. The effects of training, as measured by writing performance and the number of training blocks to meet a mastery criterion, were evaluated by means of binominal tests and analysis of variance. The results showed that all students learned to correctly write Kanji words using both procedures, although the SSP procedure required fewer training blocks and enabled students to maintain their knowledge longer. These results suggest that presenting the parts of a stimulus sequentially in their correct spatial location made it easier to observe the Kanji stimuli and might therefore facilitate the acquisition of Kanji writing skills.