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Tseng CC, Hu JF, Chang LY, Chen HC. Learning to read Chinese: the roles of phonological awareness, paired-associate learning, and phonetic radical awareness. READING AND WRITING 2022; 36:1-27. [PMID: 36212214 PMCID: PMC9533290 DOI: 10.1007/s11145-022-10352-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 08/20/2022] [Indexed: 06/16/2023]
Abstract
This study aimed to determine how Chinese children adapt to Chinese orthography-phonology correspondence by acquiring phonetic radical awareness (PRA). This study used two important Chinese encoding approaches (rote and orthographic approaches) as the developmental trajectory, in which the present study hypothesized that phonological awareness (PA) exerts not only a direct influence on PRA but also an indirect influence through paired- associate learning (PAL). We also explored whether the association between PA and PAL is affected by the complexity of visual stimuli embedded in PAL. This study recruited 70 s-grade students to participate in various tests, which assessed (a) PA (measured by onset and rhyme awareness), (b) PRA (measured by regularity and consistency of phonetic radicals), (c) PAL (measured by learning performance on strokes; pattern-object and strokes pattern-syllable mapping), and (d) Chinese character recognition ability. Path analyses indicated that (1) character size had a significant positive correlation with PRA but not with PAL, (2) PAL fully mediated the association between PA and PRA, and (3) compared with PAL with a low stroke count, PA had a stronger relationship with PAL with a high stroke count. The results of this study were consistent with previous studies and suggest that PRA is the most important literacy skill for children in the middle of their learning-to-read stage. The results also augment existing literature by revealing that PRA acquisition is increased by PAL supported by PA, rather than by PA alone. Moreover, when the visual complexity of PAL increases, the support of PA to PAL would increase to make up for the working memory shortage.
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Affiliation(s)
- Chien-Chih Tseng
- Department of Educational Psychology and Counselling, National Taiwan Normal University, 162 He-ping E. Rd., Sec 1, Taipei, 10610 Taiwan, Republic of China
| | - Jon-Fan Hu
- Department of Psychology, National Cheng Kung University, Tainan, Taiwan
| | - Li-Yun Chang
- Department of Chinese as a Second Language, National Taiwan Normal University, Taipei, Taiwan
| | - Hsueh-Chih Chen
- Department of Educational Psychology and Counselling, National Taiwan Normal University, 162 He-ping E. Rd., Sec 1, Taipei, 10610 Taiwan, Republic of China
- Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei, Taiwan
- Chinese Language and Technology Centre, National Taiwan Normal University, Taipei, Taiwan
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Jago S, Chirwa JM, Tan M, Thuma PE, Grigorenko EL. Cognitive and academic performance of rural Zambian youth exposed to HIV. AIDS Care 2022; 35:453-460. [PMID: 35509240 PMCID: PMC9633584 DOI: 10.1080/09540121.2022.2050175] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Studies focusing on children affected by HIV have shown that they have generally lower academic performance, however, few studies separate children who are HIV exposed and infected (CHEI) and those who are HIV exposed but uninfected (CHEU). Importantly, in rural sub-Saharan Africa, the majority of studies on CHEI and CHEU examine academic performance indirectly based on cognitive test scores. Therefore, studies assessing the effects of HIV on academic achievement directly for CHEI and CHEU are needed. This article evaluates the effects of HIV-infection on cognitive and academic performance by comparing CHEI (n = 82) and CHEU (n = 1045) aged 7-17 years old using cross-sectional data from an ongoing longitudinal study in a rural area of Zambia. Youth completed cognitive and academic assessments; their height and weight were assessed to generate Body Mass Index (BMI). Caregiver questionnaires provided information on youths' years in school and household socio-economic status (SES). Results indicated that while HIV infection status did explain some of the variance in performance between CHEI and CHEU, age, BMI, years of schooling and SES accounted for additional variance. The effect of years of schooling on both cognitive and academic performance demonstrated that CHEI's performance may be greatly improved by consistent school enrollment.
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Affiliation(s)
| | | | - Mei Tan
- Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston, TX, USA
| | | | - Elena L Grigorenko
- Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston, TX, USA.,Department of Psychology, University of Houston, Houston, TX, USA.,Department of Psychology, Saint-Petersburg State University, Saint Petersburg, RF.,Center for Cognitive Sciences, Sirius University for Science and Technology, Sochi, RF.,Baylor College of Medicine, Houston, TX, USA.,Child Study Center and Haskins Laboratories, Yale University, New Haven, CT, USA.,Moscow State University for Psychology and Education, Moscow, RF
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Spreading the Wealth: Developing Assessments of Cognitive Abilities in Non-WEIRD Countries. Integr Psychol Behav Sci 2021; 55:779-788. [PMID: 34523059 DOI: 10.1007/s12124-021-09648-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/05/2021] [Indexed: 10/20/2022]
Abstract
In this brief essay I reminisce on the ideas I encountered in Lev Vygotsky's lectures on pedology as an undergraduate student at Moscow State University in the USSR. Some of these ideas have been reliably stored in my professional memory and have influenced how my colleagues and I have approached the assessment of IQ (or general cognitive abilities) in countries other than the ones in which they were developed. Whereas the essay is autobiographical in nature, it attempts to make a generalizable point that spreading the wealth of existing knowledge, principles, and practice is as central to the progress of science as generating new knowledge.
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Krepel A, de Bree EH, Mulder E, van de Ven M, Segers E, Verhoeven L, de Jong PF. Predicting EFL vocabulary, reading, and spelling in English as a foreign language using paired-associate learning. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Pritchard VE, Heron-Delaney M, Malone SA, MacLeod CM. The Production Effect Improves Memory in 7- to 10-Year-Old Children. Child Dev 2019; 91:901-913. [PMID: 31099041 DOI: 10.1111/cdev.13247] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The production effect-whereby reading words aloud improves memory for those words relative to reading them silently-was investigated in two experiments with 7- to 10-year-old children residing in Brisbane, Australia. Experiment 1 (n = 41) involved familiar printed words, with words read aloud or silently appearing either in mixed- or blocked-list formats in a within-subject design. Recognition for words read aloud was better than for those read silently, an effect consistent across both list formats. These results were confirmed in Experiment 2 (n = 40) using longer lists of printed novel nonwords. Final analyses indicated that the production effect was comparable for words and nonwords. Findings are discussed in relation to the distinctiveness account and the use of production as a mnemonic in children.
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de Souza GN, Brito YPDS, Tsutsumi MMA, Marques LB, Goulart PRK, Monteiro DC, de Santana ÁL. The Adventures of Amaru: Integrating Learning Tasks Into a Digital Game for Teaching Children in Early Phases of Literacy. Front Psychol 2019; 9:2531. [PMID: 30618954 PMCID: PMC6302046 DOI: 10.3389/fpsyg.2018.02531] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2018] [Accepted: 11/27/2018] [Indexed: 11/13/2022] Open
Abstract
In low-income countries, the history of academic failure is a liability for children acquiring literacy skills. It is thus important to develop strategies that motivate and focus these students on specific strategies to learn to read. Digital games can be useful in motivating students and assisting teachers in the teaching-learning process, but there are few interactive tools that effectively integrate tasks of direct instruction and good gameplay. This technical report describes an interactive digital game to engage students in the initial phase of reading skills acquisition, whose design incorporates evidence-based procedures. The game, called "The Adventures of Amaru," aims to promote word coding-decoding skills and vocabulary growth through teaching trials. We discuss the adaptation of reading teaching curricula, their limitations and future implications of the use of this game by children from a low-income background.
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Affiliation(s)
- Gilberto Nerino de Souza
- Technology Institute, Postgraduate Program in Electrical Engineering, Federal University of Pará, Belém, Brazil
| | | | - Myenne Mieko Ayres Tsutsumi
- Graduate Program in Neurosciences and Behavior, Department of Behavior Theory and Research, Federal University of Pará, Belém, Brazil
| | - Leonardo Brandão Marques
- Center of Excellence for Social Technologies (NEES), Education Center, Federal University of Alagoas, Maceió, Brazil
| | - Paulo Roney Kilpp Goulart
- Graduate Program in Neurosciences and Behavior, Department of Behavior Theory and Research, Federal University of Pará, Belém, Brazil
| | | | - Ádamo Lima de Santana
- Technology Institute, Postgraduate Program in Electrical Engineering, Federal University of Pará, Belém, Brazil
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Ehm JH, Lonnemann J, Brandenburg J, Huschka SS, Hasselhorn M, Lervåg A. Exploring factors underlying children's acquisition and retrieval of sound-symbol association skills. J Exp Child Psychol 2018; 177:86-99. [PMID: 30170246 DOI: 10.1016/j.jecp.2018.07.006] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2018] [Revised: 06/26/2018] [Accepted: 07/03/2018] [Indexed: 11/30/2022]
Abstract
Letter knowledge is considered an important cognitive foundation for learning to read. The underlying mechanisms of the association between letter knowledge and reading skills are, however, not fully understood. Acquiring letter knowledge depends on the ability to learn and retrieve sound-symbol pairings. In the current study, this process was explored by setting preschool children's (N = 242, mean age = 5.57 years) performance in the acquisition and retrieval of a paired associate learning (PAL) task in relation to their letter knowledge as well as to their performance in tasks assessing precursors of reading skills (i.e., phonological awareness, rapid automatized naming, phonological short-term memory, backward recall, and response inhibition). Multiple regression analyses revealed that performance in the acquisition of the PAL task was significantly associated with phonological awareness and backward recall, whereas performance in the retrieval of the PAL task was significantly associated with rapid automatized naming, phonological awareness, and backward recall. Moreover, PAL proved to be mediating the relation between reading precursors and letter knowledge. Together, these findings indicate that the acquisition of letter knowledge may depend on a visual-verbal associative learning mechanism and that different factors contribute to the acquisition and retrieval of such visual-verbal associations.
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Affiliation(s)
- Jan-Henning Ehm
- German Institute for International Educational Research (DIPF), 60486 Frankfurt am Main, Germany; Center for Individual Development and Adaptive Education of Children at Risk (IDeA), 60486 Frankfurt am Main, Germany.
| | - Jan Lonnemann
- Center for Individual Development and Adaptive Education of Children at Risk (IDeA), 60486 Frankfurt am Main, Germany; Empirical Childhood Research, University of Potsdam, 14476 Potsdam, Germany
| | - Janin Brandenburg
- German Institute for International Educational Research (DIPF), 60486 Frankfurt am Main, Germany; Center for Individual Development and Adaptive Education of Children at Risk (IDeA), 60486 Frankfurt am Main, Germany
| | - Sina Simone Huschka
- German Institute for International Educational Research (DIPF), 60486 Frankfurt am Main, Germany; Center for Individual Development and Adaptive Education of Children at Risk (IDeA), 60486 Frankfurt am Main, Germany
| | - Marcus Hasselhorn
- German Institute for International Educational Research (DIPF), 60486 Frankfurt am Main, Germany; Center for Individual Development and Adaptive Education of Children at Risk (IDeA), 60486 Frankfurt am Main, Germany
| | - Arne Lervåg
- Department of Education, University of Oslo, NO-0317 Oslo, Norway
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Wang S, Allen RJ. Cross-modal working memory binding and word recognition skills: how specific is the link? Memory 2017; 26:514-523. [DOI: 10.1080/09658211.2017.1380835] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Shinmin Wang
- Department of Human Development and Family Studies, National Taiwan Normal University, Taipei, Taiwan
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