Use of partial information in learning to read Chinese characters.

• Richard C. Andersen ^[1] ; Wenling Li ^[5] ; Yu-Min Ku ^[2] ; Hua Shu ^[3] ; Ningning Wu ^[4]
  1. [1] University of Illinois at Urbana Champaign

     University of Illinois at Urbana Champaign

     Township of Cunningham, Estados Unidos

     
  2. [2] National Central University

     National Central University

     Taoyuan District, Taiwán

     
  3. [3] Beijing Normal University

     Beijing Normal University

     China

     
  4. [4] University of Arkansas at Little Rock

     University of Arkansas at Little Rock

     Township of Big Rock, Estados Unidos

     
  5. [5] Trident University

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• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 1, 2003, págs. 52-57
• Idioma: inglés
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  • This study investigated whether children can use partial information to learn the pronunciations of Chinese characters. Participants were 49 2nd graders and 56 4th graders whose home language was Mandarin and 75 2nd graders and 93 4th graders whose home language was Cantonese. Children had 2 trials to learn the Mandarin pronunciations of 28 unfamiliar compound characters of 4 types. Children learned to pronounce more regular characters, which contain full information about pronunciation, and more tone-different and onset-different characters, which contain partial information about pronunciation, than characters with unknown phonetic components, which contain no information about pronunciation. Mandarin-speaking children learned more pronunciations than Cantonese-speaking children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)