A Multitask Comparison of Word- and Character-Frequency Effects in Chinese Reading

Autor/inn/en	Xiong, Jianping; Yu, Lili; Veldre, Aaron; Reichle, Erik D.; Andrews, Sally
Titel	A Multitask Comparison of Word- and Character-Frequency Effects in Chinese Reading
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 49 (2023) 5, S.793-811 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yu, Lili)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0001192
Schlagwörter	Reading Processes; Orthographic Symbols; Chinese; Correlation; Word Frequency; Language Acquisition; Decision Making; Word Recognition; Identification; Naming; Task Analysis; Effect Size; Reading Research; Comparative Analysis; Eye Movements; Individual Differences; Phonology; Written Language; Undergraduate Students; Foreign Countries; Accuracy; Reaction Time; Sentences; China + Suchen Sie Ihr Suchwort? Leseprozess; China; Chinesen; Korrelation; Word analysis; Frequency; Wortanalyse; Häufigkeit; Sprachaneignung; Spracherwerb; Decision-making; Entscheidungsfindung; Worterkennung; Identifikation; Identifizierung; Aufgabenanalyse; Leseforschung; Augenbewegung; Individueller Unterschied; Fonologie; Geschriebene Sprache; Ausland; Reaktionsvermögen; Sentence analysis; Satzanalyse
Abstract	In this study, we examined the effects of word and character frequency across three commonly used word-identification tasks (lexical decision, naming, and sentence reading) using the same set of two-character target words (N = 60) and participants (N = 82). Facilitatory effects of word frequency were observed across all three tasks. The character-frequency effects, however, were facilitatory for naming but inhibitory for both lexical decision and reading. Further correlational analyses indicated that participants' performance (as measured using overall response latencies and the sizes of the frequency effects) was not consistent across tasks but was relatively reliable within the lexical-decision and reading tasks. These findings are discussed in relation to what is known about the reading of Chinese versus alphabetic scripts, word-identification tasks, and models of word identification. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01