Working memory in L2 character processing: The case of learning to read Chinese
Working memory in L2 character processing: The case of learning to read Chinese
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二语字符处理中的工作记忆：以学习阅读中文为例
DOI：
10.21832/9781783093595-009
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发表时间：
2015
影响因子：
2.8
通讯作者：
J. Packard
中科院分区：
文献类型：
--
作者：
Sun;K. Christianson;J. Packard
本研究通过汉字学习实验考察了个体工作记忆对二语汉语阅读学习的影响。解决了两个研究问题。首先，文字的视觉特征是如何影响阅读学习和WM参与的？第二，WM的哪个领域在学习阅读中文中起着更重要的作用？70名美国大学生参加了汉语初中级班的汉字学习实验、视觉空间和语言文字记忆任务和汉字知识测试。在汉字学习实验中，参与者学习阅读18个不熟悉的简单汉字，这些汉字被分为三个视觉显著性水平：显著、正常和相似。在独特的设定中，每个人物的一笔被人为地增强，使人物在视觉上与众不同。正常集由正常字符组成，相似集由视觉上相似的字符对组成。结果显示，个体WM水平较高的参与者能够更好地学习阅读简单的汉字。视觉空间WM广度越高的被试学习视觉强化汉字的能力越强，而言语WM能力越强的被试学习正常字符集和相似字符集中的规则汉字的能力越强。研究结果表明，普通汉字的学习本质上是一项语言任务，不可避免地涉及到言语学习。本文讨论了汉语初识字习得中的视觉空间和言语信息管理，以及信息管理的领域特异性/普遍性。
This study examines the influence of individual working memory (WM) on learning to read L2 Chinese in a character learning experiment. Two research questions are addressed. First, how do visual features of characters affect learning to read and WM involvement? Second, which domain of WM plays a more important role in learning to read Chinese? Seventy American college students enrolled in beginning/intermediate Chinese classes participated in a character learning experiment, a visuospatial and verbal WM task, and a character knowledge measure. In the character learning experiment, participants learned to read 18 unfamiliar simple Chinese characters divided into three levels of visual distinctiveness: distinctive, normal, and similar. In the distinctive set, one stroke of each character was artificially enhanced to make the characters visually distinctive. The normal set consisted of normal characters, and the similar set consisted of character pairs whose members were visually similar. Results revealed that participants with higher levels of individual WM were better able to learn to read simple Chinese characters. Participants who had higher visuospatial WM spans were better able to learn the visually enhanced characters, while those with higher verbal WM capacities performed better in learning the regular Chinese characters belonging to the normal and the similar sets. The results suggest that learning ordinary Chinese characters is essentially a linguistic task for L2 character learners, which inevitably involves verbal WM. Visuospatial and verbal WM in Chinese beginning literacy acquisition and the domain-specificity/-generality of WM are discussed.
影响因子：
4.1
作者：
Engle, RW;Tuholski, SW;Conway, ARA
通讯作者：
Conway, ARA
影响因子：
4.3
作者：
Jaeger, T. Florian
通讯作者：
Jaeger, T. Florian
影响因子：
4.1
作者：
Shah, P;Miyake, A
通讯作者：
Miyake, A