Implicit Learning of Chinese Radical Position
Presentation Type
Presentation
Full Name of Faculty Mentor
Andrew Terranova, Psychology; Xinyi Tan, Languages and Intercultural Studies; Min Wang, University of Maryland
Major
Psychology
Presentation Abstract
Previous research supports an implicit learning model of Chinese radicals’ positional consistency within young native Chinese speakers. To see if this model extends to older, non-native Chinese speakers, we will use an artificial orthography based on ancient Chinese script to systematically control the positional consistency of six novel radicals. With a sample of roughly 50 participants split between those with and without formal Chinese experience, we will compare participant's accuracy and response time during a recognition test and generalization test to determine whether college-aged, non-native Chinese learners exhibit similar statistical learning effects discovered in Chinese children. Moreover, native English-speaking college students will be used as a control group to qualify whether any statistical learning effects observed in the Chinese learners are a result of formal Chinese experience. By developing a greater understanding of the implicit processes related to Chinese orthographic learning, we could recommend a revised approach to Chinese character instruction in college courses that relies more heavily on implicit instruction.
Start Date
11-4-2023 8:20 AM
End Date
11-4-2023 8:40 AM
Disciplines
Psychology
Recommended Citation
Scholl, Colins, "Implicit Learning of Chinese Radical Position" (2023). Undergraduate Research Competition. 5.
https://digitalcommons.coastal.edu/ugrc/2023/fullconference/5
Implicit Learning of Chinese Radical Position
Previous research supports an implicit learning model of Chinese radicals’ positional consistency within young native Chinese speakers. To see if this model extends to older, non-native Chinese speakers, we will use an artificial orthography based on ancient Chinese script to systematically control the positional consistency of six novel radicals. With a sample of roughly 50 participants split between those with and without formal Chinese experience, we will compare participant's accuracy and response time during a recognition test and generalization test to determine whether college-aged, non-native Chinese learners exhibit similar statistical learning effects discovered in Chinese children. Moreover, native English-speaking college students will be used as a control group to qualify whether any statistical learning effects observed in the Chinese learners are a result of formal Chinese experience. By developing a greater understanding of the implicit processes related to Chinese orthographic learning, we could recommend a revised approach to Chinese character instruction in college courses that relies more heavily on implicit instruction.