Development and assessment of the Korean Author Recognition Test

Lee, Hyosun; Seong, Eunjin; Choi, Wonil; Lowder, Matthew W.

doi:10.1177/1747021818814461

Cited by 16 publications

(43 citation statements)

References 36 publications

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“…The ART employed in experiments 1 and 2 was validated using an undergraduate sample (Acheson et al, 2008), but there is significant variation in language experience across cultures of the USA. Indeed, application of the ART to different cultures requires careful selection of author names to create a valid and meaningful measure of reading experience (e.g., Chen & Fang, 2015;Lee et al, 2019;Masterson & Hayes, 2007). One measure of fiction reading experience may therefore capture many different kinds of language experiences between samples, even for participants with the same ART score.…”

Section: Methodsmentioning

confidence: 99%

Exploring the Relationship Between Fiction Reading and Emotion Recognition

et al. 2021

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Fiction reading experience affects emotion recognition abilities, yet the causal link remains underspecified. Current theory suggests fiction reading promotes the simulation of fictional minds, which supports emotion recognition skills. We examine the extent to which contextualized statistical experience with emotion category labels in language is associated with emotion recognition. Using corpus analyses, we demonstrate fiction texts reliably use emotion category labels in an emotive sense (e.g., cry of relief), whereas other genres often use alternative senses (e.g., hurricane relief fund). Furthermore, fiction texts were shown to be a particularly reliable source of information about complex emotions. The extent to which these patterns affect human emotion concepts was analyzed in two behavioral experiments. In experiment 1 (n = 134), experience with fiction text predicted recognition of emotions employed in an emotive sense in fiction texts. In experiment 2 (n = 387), fiction reading experience predicted emotion recognition abilities, overall. These results suggest that long-term language experience, and fiction reading, in particular, supports emotion concepts through exposure to these emotions in context.

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Section: Methodsmentioning

confidence: 99%

Exploring the Relationship Between Fiction Reading and Emotion Recognition

et al. 2021

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“…The ART was intended to measure a participant’s print exposure (Moore & Gordon, 2015; Stanovich & West, 1989; West et al, 1993). Following Lee et al (2019), we first selected the 145 most popular author names according to book popularity ratings in Dangdang (the largest online book seller in mainland China). We first carried out a pretest by having 105 participants (from the same population as the main experiment participants) to decide whether or not a name (out of the 145 author names above plus 40 non-author names) referred to an author.…”

Section: Methodsmentioning

confidence: 99%

On the tip of the pen: Effects of character-level lexical variables and handwriter-level individual differences on orthographic retrieval difficulties in Chinese handwriting

Huang

Lin

et al. 2021

Quarterly Journal of Experimental Psychology

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In the past decades, Chinese speakers have suffered from difficulties in handwriting, which include tip-of-the-pen (TOP) states (knowing a character but failing to fully handwrite it) and character amnesia in general (a general inability to handwrite a character despite being able to recognize it). The current study presents a systematic empirical investigation of the effects of character-level lexical characteristics and handwriter-level individual differences on TOP, character amnesia and partial orthographic access in TOP states. Using a spelling-to-dictation task, we had 64 participants to handwrite 200 simplified Chinese characters. We showed that, at the lexical level, participants experienced more TOP and character amnesia in handwriting if a character was less frequent, was acquired later in life, was embedded in a less familiar word, or had more strokes; TOP but not character amnesia was additionally affected by phonetic radical order and spelling regularity. At the handwriter level, people also experienced more TOP and character amnesia if they had more digital exposure, less pen exposure, or less print exposure. In a TOP state, partial orthographic access was more likely if a character was acquired later in life, had fewer strokes, or had a left-right or top-down composition or if a handwriter had less digital exposure.

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“…The main disadvantage of the ART is that the familiarity with author names differs between cultures. Therefore, the ART has been adapted for different cultures, including Chinese (Chen and Fang, 2015), Dutch (Brysbaert et al, 2020), German (Grolig et al, 2020b), and Korean (Lee et al, 2019). Also, the popularity of authors changes over comparatively short time spans.…”

Section: Author Recognition Testmentioning

confidence: 99%

Shared Storybook Reading and Oral Language Development: A Bioecological Perspective

Grolig

2020

Front. Psychol.

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Shared reading research has become increasingly multidisciplinary and has incorporated a multitude of assessment methods. This calls for an interdisciplinary perspective on children's shared reading experiences at home and at the child care center and their relationships to oral language development. Here, we first discuss Bronfenbrenner's bioecological model of human development (Bronfenbrenner and Morris, 2006) regarding the relationship between shared storybook reading and oral language development. Second, we develop a framework for investigating effects of shared reading on language development in two important microsystems: the home literacy environment (HLE) and the child care literacy environment (CCLE). Zooming in on shared storybook reading as a proximal process that drives oral language development, we then develop a triad model of language learning through shared storybook reading that integrates approaches and evidence from educational psychology, developmental psychology, psycholinguistics, and corpus linguistics. Our model describes characteristics of children, adults, and books, and how their interplay influences shared reading activities. Third, we discuss implications for the Home Literacy Model (Sénéchal and LeFevre, 2002, 2014) regarding the conceptualization of shared reading as an important source of oral language development. Finally, to facilitate integrated research designs that include the two most important microsystems, we provide a critical discussion of assessment methods used in research that investigates the HLE and the CCLE and relate them to the shared reading triad in our bioecological model of shared storybook reading. We conclude with directions for future research.

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Development and assessment of the Korean Author Recognition Test

Cited by 16 publications

References 36 publications

Exploring the Relationship Between Fiction Reading and Emotion Recognition

Exploring the Relationship Between Fiction Reading and Emotion Recognition

On the tip of the pen: Effects of character-level lexical variables and handwriter-level individual differences on orthographic retrieval difficulties in Chinese handwriting

Shared Storybook Reading and Oral Language Development: A Bioecological Perspective

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