Holistic versus Analytic Processing: Evidence for a Different Approach to Processing of Chinese at the Word and Character Levels in Chinese Children

Autor/inn/en	Liu, Phil D.; Chung, Kevin K. H.; McBride-Chang, Catherine; Tong, Xiuhong
Titel	Holistic versus Analytic Processing: Evidence for a Different Approach to Processing of Chinese at the Word and Character Levels in Chinese Children
Quelle	In: Journal of Experimental Child Psychology, 107 (2010) 4, S.466-478 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2010.06.006
Schlagwörter	Foreign Countries; Chinese; Grade 4; Elementary School Students; Phonetics; Semantics; Morphemes; Language Processing; Orthographic Symbols; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; China; Chinesen; School year 04; 4. Schuljahr; Schuljahr 04; Phonetik; Fonetik; Semantik; Morphem; Sprachverarbeitung; Hongkong
Abstract	Among 30 Hong Kong Chinese fourth graders, sensitivities to character and word constructions were examined in judgment tasks at each level. There were three conditions across both tasks: the real condition, consisting of either actual two-character compound Chinese words or real Chinese compound characters; the reversed condition, with either the order of the two morphemes in the word or the order of the semantic and phonetic radicals in the character reversed; and the random condition, with either two morphemes randomly combined to create arbitrary nonwords or a semantic radical and a phonetic radical randomly combined using correct orthographic rules to create noncharacters. On the word level, children performed worst in the reversed condition and best with real words, whereas on the character level, children performed worst in the random condition and best in the reversed condition. Findings imply a holistic tendency toward word-level processing and an analytic approach to character-level processing in these Chinese children. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10