Chinese characters are read using not only visual but also writing motor information

Yin, Yulong; Zhang, Qingfang

doi:10.1111/psyp.13696

Cited by 16 publications

(13 citation statements)

References 49 publications

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“…Second, the overall analysis showed a substantial amount of heterogeneity between-studies, suggesting that the adoption of the diverse methodological parameters might likely explain some of the observed discrepant results. More important, such heterogeneity allowed testing the predictions about the operation of the underlying cognitive mechanism formulated by two proposals: the sensorimotor hypothesis framed by embodied cognition (Bara et al, 2004;Labat et al, 2020;Longcamp et al, 2008;Longcamp et al, 2006;Longcamp et al, 2005;Yin & Zhang, 2021) and the symbolic accounts of the visual analysis and the perceptual variability hypotheses (Courrieu & de Falco, 1989;James & Engelhardt, 2012;Li & James, 2016;Seyll et al, 2020;Williams, 1975). To this aim, we examined four types of moderators: training program (type of control training; presence/absence of phonological training; HW tasks adopted); set size and training regime (amount of training, duration and frequency of sessions); perceptual learning tasks adopted and granularity of visual discrimination; and age of learners.…”

Section: Discussionmentioning

confidence: 99%

“…The sensorimotor hypothesis (e.g., Longcamp et al, 2005Longcamp et al, , 2006Longcamp et al, , 2008Yin & Zhang, 2021) is framed by the proposal of embodied cognition (also called grounded or situated cognition: e.g., Allport, 1985;Barsalou, 2008Barsalou, , 2016Kiefer & Pulvermuller, 2012; for a critical discussion, see, e.g., Goldinger, Papesh, Barnhart, Hansen, & Hout, 2016;Machery, 2016;Mahon, 2015;Mahon & Hickok, 2016), which holds that the content and the format of cognitive representations are isomorphic: sensory concepts have a sensorial format and action concepts have a motor format.…”

Section: The Sensorimotor Hypothesis and Embodied Cognitionmentioning

confidence: 99%

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From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition

2022

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Handwriting (HW) training seems to boost recognition of visual graphs and learning to read more than other learning experiences. However, effects across studies appear to be variable and the underlying cognitive mechanism has been elusive. We thus conducted a meta-analysis on 50 independent experiments (with 1525 participants) to determine the magnitude of this HW benefit in visual graph recognition, while enlightening the underlying cognitive mechanism, by investigating four types of moderators: training program (type of control training, presence/absence of phonological training, and HW tasks adopted); set size and training regime (duration and frequency of session and total amount of training); granularity of visual discrimination and perceptual learning tasks; and age of participants.The benefit from HW training was moderate-to-large and significant (Hedge's g = 0.58, SE = .09) and was also modulated by type of control training (larger relative to motor, g = 0.78, than to visual control, g = 0.37), phonological training (larger when it was absent, g = 0.79, than present, g = 0.47), and granularity of visual discrimination (larger for fine-grained, g = 0.93, than coarse-grained, g = 0.19). These results are consistent with symbolic accounts that hold that the advantage from HW training in visual graph recognition is about perceptual learning rather than the motor act. Multiple meta-regressions also revealed that training regime moderated the HW benefit. We conclude that HW training is effective to improve visual graph recognition, and hence, is still relevant for literacy instruction in the present digital era.

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Section: Discussionmentioning

confidence: 99%

Section: The Sensorimotor Hypothesis and Embodied Cognitionmentioning

confidence: 99%

From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition

2022

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show abstract

“…Second, the overall analysis showed a substantial amount of heterogeneity between-studies, suggesting that the adoption of the diverse methodological parameters might likely explain some of the observed discrepant results. More important, such heterogeneity allowed testing the predictions about the operation of the underlying cognitive mechanism formulated by two proposals: the sensorimotor hypothesis framed by embodied cognition (Bara et al, 2004;Labat et al, 2020;Longcamp et al, 2008;Longcamp et al, 2006;Longcamp et al, 2005;Yin & Zhang, 2021) and the symbolic accounts of the visual analysis and the perceptual variability hypotheses (Courrieu & de Falco, 1989;James & Engelhardt, 2012;Li & James, 2016;Seyll et al, 2020;Williams, 1975) The present meta-analysis showed that the benefit from HW training (over control training) was reliable across different outcomes of perceptual learning, but, more important, this effect was larger when fine-grained than coarse-grained discrimination of graphs was involved. Note that, albeit relevant, this result is compatible with the operation of both sensorimotor and perceptual learning mechanisms.…”

Section: Discussionmentioning

confidence: 99%

Section: The Sensorimotor Hypothesis and Embodied Cognitionmentioning

confidence: 99%

From hand to eye: A meta-analysis of the benefit from handwriting training in visual graph recognition

Araújo¹,

domingues²,

Fernandes³

2021

Preprint

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Handwriting (HW) training seems to boost recognition of visual graphs and learning to read more than other learning experiences. However, effects across studies appear to be variable and the underlying cognitive mechanism has been elusive. We thus conducted a meta-analysis on 50 independent experiments (with 1525 participants) to determine the magnitude of this HW benefit in visual graph recognition, while enlightening the underlying cognitive mechanism, by investigating four types of moderators: training program (type of control training, presence/absence of phonological training, and HW tasks adopted); set size and training regime (duration and frequency of training session and total amount of training); granularity of visual discrimination and perceptual learning tasks; and age of participants. The benefit from HW training was moderate-to-large and significant (Hedge’s g = 0.58, SE = .09) and was also modulated by type of control training (larger relative to motor, g = 0.78, than to visual control, g = 0.37), phonological training (larger when it was absent, g = 0.79, than present, g = 0.47), and granularity of visual discrimination (larger for fine-grained, g = 0.93, than coarse-grained, g = 0.19). These results are consistent with symbolic accounts that hold that the advantage from HW training in visual graph recognition is about perceptual learning rather than the motor act. Multiple meta-regressions also revealed that training regime modulated the HW benefit. We conclude that HW training is effective to improve visual graph recognition, and hence, is still relevant for literacy instruction in the present digital era.

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“…The writing process without visual feedback can modulate orthographic processing when reading Chinese characters (Yin et al, in press). It has been proposed that the processes of learning Chinese might establish a motor gesture decoding system for recognizing Chinese characters (Yin and Zhang, 2021). An empirical study revealed that writing exercises help foreign language learners learn Chinese characters, but stroke order learning may not significantly improve the recognition of Chinese characters (Hsiung et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Comparing the Effects of Stroke-Appearing and Stroke-Disappearing on Learning the Order of Strokes in Chinese Characters

et al. 2021

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Different approaches to stimulating perceptions in learning can be easily designed with technology-enhanced learning systems. This study aimed to explore how different approaches can influence learners' perceptions that may negatively or positively affect their learning performance of writing Chinese characters using the correct Chinese order of strokes (COS). We therefore designed an e-learning system which was subdivided into two modes: stroke-appearing (i.e., using red to mark incorrect strokes) and stroke-disappearing (i.e., using blanks to mark incorrect strokes) to indicate strokes written in the incorrect order. We then investigated the modes that would facilitate a higher level of attention and better learning outcomes. A total of 10 third-grade elementary school students participated in the experiment, divided into two test groups. Their EEG data were collected, and time series analysis and t-tests were utilized to analyze the differences. The results indicated that: (1) there was a significant difference in the attention levels of the students practicing with the stroke-appearing and stroke-disappearing modes when learning COS, and (2) there was a significant difference in the learning outcomes of the students practicing with the stroke-appearing and stroke-disappearing modes when learning COS. These findings support the specific role of stroke order knowledge in learning Chinese characters and the need for the design of an effective method for teaching children to learn Chinese characters.

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Chinese characters are read using not only visual but also writing motor information

Abstract: For example, the left or right premotor cortex, which is related to writing-specific processes involving the generation of graphemic motor commands (Beeson et al., 2010), can be engaged in passively viewing or reading real letters, but not pseudo-letters

Cited by 16 publications

References 49 publications

From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition

From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition

From hand to eye: A meta-analysis of the benefit from handwriting training in visual graph recognition

Comparing the Effects of Stroke-Appearing and Stroke-Disappearing on Learning the Order of Strokes in Chinese Characters

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