Repeated writing facilitates children’s memory for pseudocharacters and foreign letters

Naka, Makiko

doi:10.3758/bf03211399

Cited by 48 publications

(50 citation statements)

References 15 publications

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“…VMM provides a plausible cognitive pathway through which the motor aspects of handwriting can become more automated, reducing the cognitive load of the procedural aspects of this activity and freeing resources for the development of higher-order language skills [4]. This proposal is supported by the indirect effect of VMM on academic reading scores (through its relationship with academic writing scores) and is consistent with previous evidence of motor representations of letters reinforcing visual letter recognition in children [8][9][10].…”

Section: Discussionsupporting

confidence: 85%

“…Participants in the handwriting group were better able to recognize the new characters and retained this improved memory over time. Longcamp et al [8] found improvement for character recognition in 5-year-olds when they learnt the letters through copying compared with typing, whereas Naka [9] showed that repeated writing of Chinese or Arabic characters by Japanese primary school children led to increased recall compared with just looking at the characters. Most recently, brainimaging research has suggested that in pre-literate children the neural pathways associated with reading only activate in response to viewing letters if a child has previously been trained to print these letters free-form, as opposed to tracing their outline or typing them on a keyboard [10].…”

Section: Introductionmentioning

confidence: 99%

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The ontogeny of visual–motor memory and its importance in handwriting and reading: a developing construct

et al. 2015

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Humans have evolved a remarkable ability to remember visual shapes and use these representations to generate motor activity (from Palaeolithic cave drawings through Jiahu symbols to cursive handwriting). The term visualmotor memory (VMM) describes this psychological ability, which must have conveyed an evolutionary advantage and remains critically important to humans (e.g. when learning to write). Surprisingly, little empirical investigation of this unique human ability exists-almost certainly because of the technological difficulties involved in measuring VMM. We deployed a novel technique for measuring this construct in 87 children (6-11 years old, 44 females). Children drew novel shapes presented briefly on a tablet laptop screen, drawing their responses from memory on the screen using a digitizer stylus. Sophisticated algorithms (using point-registration techniques) objectively quantified the accuracy of the children's reproductions. VMM improved with age and performance decreased with shape complexity, indicating that the measure captured meaningful developmental changes. The relationship between VMM and scores on nationally standardized writing assessments were explored with the results showing a clear relationship between these measures, even after controlling for age. Moreover, a relationship between VMM and the nationally standardized reading test was mediated via writing ability, suggesting VMM's wider importance within language development.

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Section: Discussionsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

The ontogeny of visual–motor memory and its importance in handwriting and reading: a developing construct

et al. 2015

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“…For example, Longcamp et al (2005) found handwriting practice produced higher performance on a letter recognition task compared with typing practice, presumably because handwriting improves the quality of visual-spatial representation of letters to a greater degree than typing [Longcamp et al, 2005b]. Naka (1998) found that a writing condition produced better recall of pseudocharacters than a visualonly condition in Japanese [Naka, 1998]. Most relevant to our study, a recent study of adult learners of Chinese found that a handwriting condition produced greater accuracy in a lexical decision task and a semantic task than pinyin-typing and reading-only conditions [Guan et al, 2011].…”

Section: Introductionmentioning

confidence: 99%

Writing affects the brain network of reading in Chinese: A functional magnetic resonance imaging study

Cao

Chan

et al. 2012

Human Brain Mapping

112

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Abstract:We examined the hypothesis that learning to write Chinese characters influences the brain's reading network for characters. Students from a college Chinese class learned 30 characters in a characterwriting condition and 30 characters in a pinyin-writing condition. After learning, functional magnetic resonance imaging collected during passive viewing showed different networks for reading Chinese characters and English words, suggesting accommodation to the demands of the new writing system through shortterm learning. Beyond these expected differences, we found specific effects of character writing in greater activation (relative to pinyin writing) in bilateral superior parietal lobules and bilateral lingual gyri in both a lexical decision and an implicit writing task. These findings suggest that character writing establishes a higher quality representation of the visual-spatial structure of the character and its orthography. We found a greater involvement of bilateral sensori-motor cortex (SMC) for character-writing trained characters than pinyin-writing trained characters in the lexical decision task, suggesting that learning by doing invokes greater interaction with sensori-motor information during character recognition. Furthermore, we found a correlation of recognition accuracy with activation in right superior parietal lobule, right lingual gyrus, and left SMC, suggesting that these areas support the facilitative effect character writing has on reading. Finally, consistent with previous behavioral studies, we found character-writing training facilitates connections with semantics by producing greater activation in bilateral middle temporal gyri, whereas pinyin-writing training facilitates connections with phonology by producing greater activation in right inferior frontal gyrus.

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“…Les résultats d'études chez les enfants suggè-rent que dès le début de l'apprentissage de l'écrit, les enfants pourraient se servir des représentations motrices des lettres pour construire leurs représentations visuelles. Dans ce sens, Naka (1998) Même si plusieurs résultats de recherche viennent appuyer l'intérêt d'apprendre les mêmes caractères écrits en lecture et en écriture, l'étude d 'Early, Nelson, Kleber, Treegoob, Huffman et Cass (1976), qui a testé de manière plus directe le lien entre l'apprentissage du script, la lecture et l'orthographe, n'a pas trouvé les résultats escomptés. Selon Karlsdottir (1996b), aucune preuve valide n'a été apportée pour soutenir l'idée que la déviation entre les allographes présents dans les livres et ceux enseignés à l'école en écriture conduirait à une surcharge cognitive qui nuirait au traitement efficace des caractères écrits, que ce soit en lecture ou en écriture.…”

Section: Les Différents Styles D'écriture Manuscriteunclassified

“…Notre objectif est de voir si le style enseigné en écriture a un impact sur le lien entre la lecture et l'écriture. Si on se base sur les résultats des recherches qui démontrent une forte connexion entre les représentations visuelles et motrices des lettres (Bara, Gentaz, Colé et Sprenger-Charolles, 2004 ;Bara, Gentaz et Colé, 2007 ;Longcamp, Zerbato-Poudou et Velay, 2005 ;Naka, 1998), nous supposons que le transfert entre la lecture et l'écriture devrait être plus difficile pour les enfants qui ont appris à écrire en cursive dès la 1 re année. Ainsi, nous devrions observer des corrélations moins fortes entre les performances aux tâches de lecture et d'écriture pour ce groupe d'enfant.…”

Section: Les Différents Styles D'écriture Manuscriteunclassified

Est-il nécessaire d’enseigner l’écriture script en première année ? Les effets du style d’écriture sur le lien lecture/écriture

Bara¹,

Morin

2013

ncre

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Cette étude permet de questionner la tradition du double enseignement des styles d’écriture au Québec, en testant la validité d’un argument couramment avancé, qui suggère que la discordance entre l’écriture cursive et les caractères d’imprimerie nuirait au transfert entre la lecture et l’écriture. Les résultats obtenus auprès d’enfants de 2e année du primaire, ayant appris à écrire en script ou en cursive, ne nous permettent pas d’aller dans le sens de cet argument. En effet, les corrélations entre les performances en lecture et en écriture sont significatives et élevées pour les deux groupes d’enfants, et leurs performances sont similaires. Les apprenants semblent capables d’associer des caractères différents en lecture et en écriture, l’apprentissage de l’écriture cursive en 1re année ne nuirait pas à la lecture.This study allowed for an examination of the tradition of teaching both styles of writing (cursive and block letters) in Quebec by testing the validity of the argument currently heard that the clash between cursive and block letters impedes the transfer between reading and writing. The results obtained with Grade Two pupils, some of whom had learned to write in cursive and some in block letters, do not support this argument. Correlations between reading and writing performance were significant and high for both groups of children and their performances were similar. It would appear that learners are able to make the link between the different types of characters encountered in reading and used in writing: learning cursive writing in Grade One does not appear to harm the ability to read

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Repeated writing facilitates children’s memory for pseudocharacters and foreign letters

Cited by 48 publications

References 15 publications

The ontogeny of visual–motor memory and its importance in handwriting and reading: a developing construct

The ontogeny of visual–motor memory and its importance in handwriting and reading: a developing construct

Writing affects the brain network of reading in Chinese: A functional magnetic resonance imaging study

Est-il nécessaire d’enseigner l’écriture script en première année ? Les effets du style d’écriture sur le lien lecture/écriture

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