Cultural background influences the liminal perception of Chinese characters: An ERP study

Peng, Gang; Minett, James W.; Wang, William Yang

doi:10.1016/j.jneuroling.2010.03.004

Cited by 19 publications

(18 citation statements)

References 38 publications

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“…This result is in contrast to Peng et al's (2010) finding, which suggests that simplified Chinese readers may be more analytic in processing shared characters than traditional Chinese readers. The results showed that, first, when processing characters that are identical in the two scripts (shared characters), simplified Chinese readers and traditional Chinese readers did not differ in holistic processing, most likely because they were both experts in reading shared characters.…”

Section: Behavioral Findingscontrasting

confidence: 93%

“…In other words, simplified Chinese readers do not seem to process shared characters more analytically than traditional Chinese readers due to their experience in reading simplified Chinese characters, as assessed through the complete composite paradigm. This result is in contrast to Peng et al's (2010) finding, which suggests that simplified Chinese readers may be more analytic in processing shared characters than traditional Chinese readers. More specifically, Peng et al (2010) showed that in simplified Chinese readers, shared characters elicited larger ERP P300 amplitude than noncharacters that differed from the shared characters by one stroke; in contrast, such effect was not observed in traditional Chinese readers.…”

Section: Behavioral Findingscontrasting

confidence: 93%

“…They argued that because simplified Chinese characters have fewer visual features for discrimination than their traditional counterparts, simplified Chinese readers need to develop better visual discrimination skills in order to tell characters apart. Consistent with this finding, Peng, Minett, and Wang's () ERP data suggested that adult simplified character readers have developed a better ability to discriminate characters that are identical in the simplified and traditional scripts (i.e., shared characters) from noncharacters that were constructed by adding or removing one stroke from the characters, as compared with traditional character readers. This result suggests that simplified character readers may have developed better analytic visual discrimination skills than traditional character readers.…”

Section: Introductionmentioning

confidence: 74%

“…In addition, we examine how simplified and traditional Chinese readers process Chinese characters in the script they are not familiar with. We first examine their perception of characters that are shared in the two scripts (i.e., shared characters); according to the previous findings about simplified Chinese readers’ superior visual discrimination skills to traditional Chinese readers (McBride‐Chang et al., ; Peng et al., ), simplified Chinese readers may exhibit stronger analytic processing (weaker holistic processing) in processing shared characters. We then examine participants’ perception of Chinese characters in the simplified and the traditional forms.…”

Section: Introductionmentioning

confidence: 99%

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Transfer of Perceptual Expertise: The Case of Simplified and Traditional Chinese Character Recognition

et al. 2016

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Expertise in Chinese character recognition is marked by reduced holistic processing (HP), which depends mainly on writing rather than reading experience. Here we show that, while simplified and traditional Chinese readers demonstrated a similar level of HP when processing characters shared between the simplified and traditional scripts, simplified Chinese readers were less holistic than traditional Chinese readers in perceiving simplified characters; this effect depended mainly on their writing rather than reading performance. However, the two groups did not differ in HP of traditional characters, regardless of their difference in reading and writing performances. Our image analysis showed high visual similarity between the two character types, with a larger variance among simplified characters; this may allow simplified Chinese readers to interpolate and generalize their skills to traditional characters. Thus, transfer of perceptual expertise may be constrained by both the similarity in feature and the difference in exemplar variance between the categories.

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Section: Behavioral Findingscontrasting

confidence: 93%

Section: Behavioral Findingscontrasting

confidence: 93%

Section: Introductionmentioning

confidence: 74%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Transfer of Perceptual Expertise: The Case of Simplified and Traditional Chinese Character Recognition

et al. 2016

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“…In other words, during reading, the quality of the visualorthographic form mapped onto the lexical representation could affect children's performance (Perfetti and Hart, 2002). Although previous literature has indicated conflicting relations of reading and visual processing among children in Taiwan and Hong Kong (e.g., Hanley, 1995, 1997;, mainland kindergartners who spoke Mandarin and learned the simplified script usually developed stronger visual discrimination skills than their counterparts in Hong Kong (Peng et al, 2010;Luo et al, 2013) and demonstrated stronger relations of visual processing with Chinese character reading (McBride-Chang et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

Visual Processing Matters in Chinese Reading Acquisition and Early Mathematics

Yang

Meng

2020

Front. Psychol.

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The main purpose of the present study was to investigate whether visual processing uniquely contributed to character reading and early mathematics in Chinese children. Eighty-two Chinese kindergarteners at K3 (mean age = 68 months, SD = 0.30) were followed up to grade one (mean age = 82 months, SD = 0.35) with an interval of 14 months. Nonverbal intelligence, inhibitory control, sustained attention, character reading, and mathematics were measured at kindergarten. Character reading and mathematics were assessed again at grade one. Results showed visual processing at kindergarten significantly predicted character reading at grade one after controlling for prior reading performance, inhibitory control, sustained attention, age, gender, and nonverbal IQ. Similarly, visual processing at kindergarten explained unique variance in early mathematics at grade one when prior mathematics performance and other covariates at kindergarten were controlled. These findings suggest that visual processing should serve as a domain-general precursor of children's performance in character reading and early mathematics and an important cognitive factor for later academic learning.

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Is Chinese Dyslexia Similar Across Chinese Societies? Evidence from Hong Kong, Beijing, and Taipei

Cheah,

McBride,

Meng

et al. 2024

Reading Research Quarterly

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While previous research has documented the unique aspects of Chinese dyslexia as compared to dyslexia in alphabetic scripts, it remains unclear whether the difference in Chinese literacy experiences influences the manifestation of Chinese dyslexia. The present article first reviews the characteristics of Chinese languages and scripts, including important cognitive‐linguistic correlates (rapid automatized naming, phonological, orthographic, and morphological awareness) of Chinese reading development and impairment. The diversity in Chinese literacy experiences of scripts, languages, and instructional practices, and consequently their impact on Chinese literacy acquisition across different Chinese societies are also reviewed. Using an equivalent Chinese assessment battery administered to 91 children with dyslexia from Hong Kong, Beijing, and Taipei, we examined the subtypes of Chinese dyslexia across these three societies concurrently. With the four cognitive‐linguistic skills included as the clustering variable, the hierarchical cluster analysis revealed four cognitive subtypes of dyslexia: 38% mild orthographic deficit subtype (OD), 33% phonological deficit subtype (PD), 18% morphological deficit subtype (MD), and 11% global deficit subtype (GD)—each with their own set of cognitive‐linguistic deficit profiles. Interestingly, all four subtypes of dyslexia manifested poorer orthographic skills as compared to the control group. Bayesian Analysis of Contingency Table further showed that the distribution of dyslexia subtypes remains similar across the three Chinese societies, suggesting invariance of the Chinese dyslexia construct. Findings highlight the importance of assessment in orthographic processing, rapid automatized naming, phonological awareness, and morphological awareness in order to understand Chinese dyslexia, both in a within and cross‐cultural Chinese perspective.

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Cultural background influences the liminal perception of Chinese characters: An ERP study

Cited by 19 publications

References 38 publications

Transfer of Perceptual Expertise: The Case of Simplified and Traditional Chinese Character Recognition

Transfer of Perceptual Expertise: The Case of Simplified and Traditional Chinese Character Recognition

Visual Processing Matters in Chinese Reading Acquisition and Early Mathematics

Is Chinese Dyslexia Similar Across Chinese Societies? Evidence from Hong Kong, Beijing, and Taipei

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