Language Development in Chinese Children

Miao, Xiaochun; Man-Shu, Zhu

doi:10.1016/s0166-4115(08)61894-4

Cited by 11 publications

(12 citation statements)

References 10 publications

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“…Further, when children (4-and 9-year-olds) were asked to form a mental image of the classroom while actually walking and turning, they were more accurate in pointing where various objects in the room would be than did children who were simply told to form a mental image of the class (see Siegler 1991;1998). Previous studies have shown that left-right was the most difficult pair of spatial words for both American and Chinese children even if the concepts of left-right did not involve perspective taking (Miao & Zhu, 1992;Zhou & Boehm, 2001). This finding has important educational implications since right and left are frequently used in classroom instructions (e.g., "start at the left end of the middle row"), in instructions in curricula materials, and in everyday use (e.g., giving directions).…”

Section: Discussionmentioning

confidence: 99%

American and Chinese children's understanding of basic relational concepts in directions

Zheng¹,

Boehm

2004

Psychology in the Schools

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Two hundred first-and second-grade Chinese children's knowledge of basic relational concepts in following directions was assessed on the Applications Booklet of the Boehm Test of Basic Concepts-Revised (BTBC-R, 1986). Chinese children's performance was then compared with that of the standardization sample of the BTBC-R. Results indicated that both the American and Chinese children made significant improvements between the end of first and second grades, yet both American and Chinese children experienced difficulties on items such as following multiplestep directions. American children, but not Chinese children, had difficulties following directions involving the concepts of right and left in combination with other relational concepts, the quantity concept of equal, and comparative and superlative features such as farther and farthest.

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Section: Discussionmentioning

confidence: 99%

American and Chinese children's understanding of basic relational concepts in directions

Zheng¹,

Boehm

2004

Psychology in the Schools

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“…The relationship between oral narrative skills and reading comprehension found in these studies suggests that knowledge about the features of narrative texts provides a useful discourse context for text comprehension rather than sentence comprehension. In the present study, we expected that oral narrative skills contributed to sentence comprehension indirectly via the effects on syntactic skills as from a developmental point of view, the acquisition of syntactic skills, particularly the acquisition of advanced syntactic word order skills, is influenced by the development of oral narrative skills (Gombert, 1992;Menyuk & Chesnick, 1997;Miao & Zhu, 1992).…”

Section: Relations Of Oral Narrative Skills To Reading Comprehensionmentioning

confidence: 96%

Modeling the Relationships between Language Skills and Sentence Comprehension among Chinese Junior Elementary Graders

Xiao

2020

L & L

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The present study examined the contributions of vocabulary knowledge, syntactic skills, and oral narrative skills to sentence reading comprehension among Chinese junior elementary school children. Various language and reading measures were administered to 85 Chinese normally-achieving children at Grades 2 and 3 in Hong Kong. Results showed that vocabulary knowledge and oral narrative skills contributed significantly to word order skills, an important syntactic skill in Chinese. Vocabulary knowledge contributed to word recognition directly and contributed to sentence comprehension indirectly through word recognition and syntactic skills; and syntactic skills contributed to sentence comprehension directly. These findings suggest that while vocabulary knowledge is important for Chinese word reading, syntactic word order plays a central role in Chinese sentence comprehension. The implications of these findings for our theoretical understanding of the Simple View of Reading, as well as reading instruction, will be discussed.

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“…On sentence comprehension, they have studied children's understanding of interrogative sentences, negative sentences, passive sentences, sentences with quantifiers, and a variety of compound sentences, as well as the understanding of indirect meanings of the sentences and children's strategies of sentence comprehension. These researchers also have looked into several topics of pragmatic development, including the acquisition of quantity and quality principles of conversation, and children's ability to adjust their speech according to the situation and the listener's characteristics (Miao, 2001;Miao & Zhu, 1992; M. S. Zhu, 1987; M. S. Zhu & Miao, 1997).…”

Section: Language Developmentmentioning

confidence: 99%

“…Chinese researchers confirmed its role; however, they pointed out that imitation is not the only way to acquire language. Moreover, there are some prerequisite conditions to its function and it is limited by the levels of maturation of children's language skills and cognitive development (Miao & Zhu, 1992; Z. Y. .…”

Section: Language Developmentmentioning

confidence: 99%

A century of Chinese developmental psychology

Miao

Wang

2003

Int J Psychol

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A t the turn of last century, psychology, including developmental psychology, was introduced into China. Since then, developmental psychology has always been one of the main branches of Chinese psychology. This paper reviews the progress of Chinese developmental psychology in the last century, with special emphasis on its development during the recent 20 years. The paper consists of three sections. The first is a historical review. The 100 years' history of Chinese developmental psychology has been divided into three phases: first half of the 20th century; the period between 1950s and 1970s after the foundation of the People's Republic of China; and the period from the end of the 1970s up to the present. The authors briefly describe the initiation of Chinese developmental psychology, highlighting the research and related work in the field during the three phases. The second section of the paper introduces the research conducted by Chinese developmental psychologists during the last two decades in the following areas: cognitive development, language development, social development and socialization, the study of gifted children, cross-cultural studies of child development, the study of only children, and the psychology of ageing. This section is the focus of the paper, because in this period, developmental psychology in China has progressed steadily on a sustained course and entered an unprecedented thriving period along with the State opening-up policy and structural reformation. The last section is an appraisal of the past and prospects for the future. Here, the authors comment on the characteristics and achievements of Chinese developmental psychology in the 20th century and discuss future directions for its further development in terms of research scope and depth, research methods, indigenization, and application.A u tournant du dernier siècle, la psychologie, incluant la psychologie développementale, fut introduite en Chine. Depuis lors, la psychologie développementale a toujours été une des branches principales de la psychologie chinoise. Cet article passe en revue les progrès de la psychologie développementale en Chine au cours du dernier siècle, en mettant l'amphase sur son développement durant les deux dernières décennies. Cet article se divise en trois sections. La première section est une revue historique. Les 100 ans d'histoire de la psychologie développementale en Chine furent divisés en trois phases : la première moitié du dernier siècle; la période s'échelonnant entre 1950 et 1970, survenant après la fondation de la République populaire de Chine; et la période débutant à la fin des années 1970 jusqu'à nos jours. Les auteurs décrivent brièvement l'initiation de la psychologie développementale en présentant la recherche et les autres travaux dans ce champ d'étude pendant ces trois phases. La seconde section de l'article introduit les études menées par les psychologues développementalistes chinois, au cours des deux dernières décennies, dans les sphères d'étude suivantes : le développement cognitif, le...

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Language Development in Chinese Children

Cited by 11 publications

References 10 publications

American and Chinese children's understanding of basic relational concepts in directions

American and Chinese children's understanding of basic relational concepts in directions

Modeling the Relationships between Language Skills and Sentence Comprehension among Chinese Junior Elementary Graders

A century of Chinese developmental psychology

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