Holistic versus analytic processing: Evidence for a different approach to processing of Chinese at the word and character levels in Chinese children

Duo LIU, Kevin Kien Hoa CHUNG, Catherine MCBRIDE-CHANG, Xiuhong TONG

Research output: Contribution to journalArticles

31 Citations (Scopus)

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. Copyright © 2010 Elsevier.
Original languageEnglish
Pages (from-to)466-478
JournalJournal of Experimental Child Psychology
Volume107
Issue number4
DOIs
Publication statusPublished - Dec 2010

Citation

Liu, P. D., Chung, K. K. H., McBride-Chang, C., & Tong, X. (2010). Holistic versus analytic processing: Evidence for a different approach to processing of Chinese at the word and character levels in Chinese children. Journal of Experimental Child Psychology, 107(4), 466-478.

Keywords

  • Lexical processing
  • Written Chinese
  • Reaction time
  • Accuracy
  • Compound word
  • Compound character

Fingerprint Dive into the research topics of 'Holistic versus analytic processing: Evidence for a different approach to processing of Chinese at the word and character levels in Chinese children'. Together they form a unique fingerprint.