The Influence of Sensory-Motor Components of Handwriting on Chinese Character Learning in Second- and Fourth-Grade Chinese Children

Autor/inn/en	Xu, Zhengye; Liu, Duo; Joshi, R. Malatesha
Titel	The Influence of Sensory-Motor Components of Handwriting on Chinese Character Learning in Second- and Fourth-Grade Chinese Children
Quelle	In: Journal of Educational Psychology, 112 (2020) 7, S.1353-1366 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Zhengye)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000443
Schlagwörter	Psychomotor Skills; Handwriting; Orthographic Symbols; Written Language; Chinese; Grade 4; Elementary School Students; Comparative Analysis; Visual Aids; Visual Perception; Pretests Posttests; Teaching Methods; Tactual Perception; Foreign Countries; Intelligence Tests; Cognitive Tests; Short Term Memory; Reading Tests; Phonological Awareness; Morphology (Languages); Age Differences; Grade 2; China; Raven Progressive Matrices; Digit Span Test + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Handschrift; Geschriebene Sprache; China; Chinesen; School year 04; 4. Schuljahr; Schuljahr 04; Anschauungsmaterial; Visuelle Wahrnehmung; Teaching method; Lehrmethode; Unterrichtsmethode; Taktile Wahrnehmung; Ausland; Intelligence test; Intelligenztest; Kognitiver Fähigkeitstest; Kurzzeitgedächtnis; Lesetest; Morphology; Morphologie; Age; Difference; Age difference; Altersunterschied; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	In the present study, 144 second- and 150 fourth-grade Chinese students were recruited to complete a Chinese character learning task to explore the specific contributions of sensory-motor components (i.e., visual, motor, and haptic systems) of handwriting to Chinese character learning. After matching for age, nonverbal IQ, and a series of cognitive-linguistic skills, each child was assigned to 1 of 4 training conditions (i.e., reading, visual processing, air-writing, or handwriting) to investigate the specific contributions of the sensory-motor components (i.e., visual, motor, and haptic systems) of handwriting to Chinese character learning. In the reading condition, the children were shown images of characters. In the other 3 conditions, they were shown animations of how a given character is written. The participants were asked to view the animations in the visual processing condition, whereas in the air-writing and handwriting conditions they were asked, respectively, to follow the animations and write the Chinese characters with their index fingers in the air or write the Chinese characters with a pen on paper. They were asked to name the learnt characters in the posttest. Both air-writing and handwriting elicited a larger training effect than reading or visual processing, but there was no difference between the air-writing and handwriting groups. Also, no age differences were found in either the air-writing or the handwriting conditions. Unique contributions of visual-motor integration, motor programming, and their corresponding integration with a haptic system of handwriting to reading are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01