The effect of repeated writing on memory

Naka, Makiko; Naoi, Hiroshi

doi:10.3758/bf03197222

Cited by 55 publications

(52 citation statements)

References 22 publications

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“…As previous research has indicated an effect of motor memory associated with word formation in handwriting, this condition was observed to be preferred among participants for note taking and recall to paper (Naka & Naoi, 1995). The environmental location updating effect was not found in this study, and this may be because auditory rather than visual information was being recalled.…”

Section: Discussioncontrasting

confidence: 80%

Effects of Environment and Input Technology on Human Working memory for Medical Charting Information

Spangler

Hedge

2014

Proceedings of the Human Factors and Ergonomics Society Annual

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This study investigated the role of the location updating effect (the memory deficit associated with passing through a doorway) and input technology (paper, a tablet PC or a laptop) on working memory for medical charting information, because in many hospitals physicians and nurses often leave the patient bedside to enter their medical information elsewhere. 48 participants watched medical scenario videos (note taking was allowed) and recalled patient information onto a medical chart presented either as a paper chart or electronically on a tablet, and a laptop, presented in randomized order. Post-video, each P either entered a new room through opening 3 doorways, walked back and forth in the original room for the same duration, or simply waited while seated for the same duration. The items to be recalled included demographic information, narrative information related to medical history, numeric data in the form of vital signs and medication data in a checkbox format. Results show that significantly more items were recalled to paper (13.5) compared to either the laptop (11.8) or tablet (9.7). There was no evidence of a location updating effect.

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Section: Discussioncontrasting

confidence: 80%

Effects of Environment and Input Technology on Human Working memory for Medical Charting Information

Spangler

Hedge

2014

Proceedings of the Human Factors and Ergonomics Society Annual

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“…In contrast, the relationship between a Kanji character and its sound is oneto-many, and the correct pronunciation is determined at the whole word level (Wydell et al, 1993). Therefore the Japanese children learn Kanji characters/words by rote, essentially by repeated writing (see Naka & Naoi, 1995 for more details on repeated writing when learning Kanji characters). These different learning strategies which were necessitated due to the characteristics of each script might have contributed to the different rate of reading/writing disabilities in different scripts.…”

Section: Reading and Writing In Hiragana Katakana And Kanjimentioning

confidence: 94%

“…An example of a primary school child repeatedly writing the same Kanji character in order to learn how to read and write character correctly can be seen in Naka and Naoi (1995). This is often accompanied by a child reciting the name of the character each time he/she writes the character.…”

Section: Japanese Orthographymentioning

confidence: 97%

“…It is reasonable to assume that these learning strategies are constrained by the characteristics of a given orthography. As mentioned earlier, the learning strategy that is widely used and optimal for Kanji is repeated writing (e.g., Kusumi, 1992;Naka & Naoi, 1995) together with simultaneous reciting. Children in Japan are encouraged to write new Kanji characters repeatedly, while reciting them simultaneously, often page after page, until they also acquire almost automatic motor sequences of the character (see Wydell, 2003 for more details).…”

Section: Kanji Versus Kanamentioning

confidence: 98%

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Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: normal readers versus poor readers (dyslexics)

et al. 2008

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Four hundred and ninety-five Japanese primary-school children aged from 8 (Grade-2) to 12 (Grade-6) were tested for their abilities to read/write in Hiragana, Katakana, and Kanji, for their size of vocabulary and for other cognitive abilities including arithmetic, visuo-spatial and phonological processing. Percentages of the children whose reading/writing scores fell below the −1.5SD cut-off differ according to the scripts-Hiragana: 0.2% for reading and 1.6% for writing, Katakana: 1.4% and 3.8%, and Kanji: 6.9% and 6%, respectively. Further, for the normal children, the older the age, the better they performed on cognitive tasks, while the reading/writing disability (RWD) group (below −1.5SD) showed a weaker relationship between the age and the performance level. It was also revealed that for A. Uno the normal children, the "vocabulary size" was the most potent predictor variable in accounting for Kanji word reading performance for all grades except Grade-6, for whom nonword reading/repetition were also significant predictor variables. In contrast, for Kanji word writing, generally other writing related variables were better predictor variables. The RWD group however showed different patterns of results. Thus the data from the normal and RWD children in the current cohort were discussed in terms of the current theories of reading, and developmental dyslexia.

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“…See, however, Kubota andToyoda 2001 for an exception). With respect to the actual methods adopted in the acquisition of Japanese character writing skills, positive effects of repeated writing, such as copying and tracing, have been reported in various studies (Naka 1998;Naka and Naoi 1995;Onose 1987Onose , 1988.…”

Section: K2 (Kanji and Katakana) Gymmentioning

confidence: 97%

Preliminary report on theKanjiandKatakana(K2) gym: out-of-class character/vocabulary learning activities for Japanese language learners

Tsukada

2012

Innovation in Language Learning and Teaching

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This paper reports on the informal, out-of-class activities of the K2 (Kanji and Katakana) gym that was conducted twice (once each in 2009 and 2010) over a fiveweek period in the Department of International Studies, Macquarie University. The primary objectives of this project were (1) to provide Japanese language learners at different levels of proficiency with opportunities to practise character and vocabulary learning skills and (2) to explore the efficiency of informal study on the learning of Kanji/Katakana and vocabulary in Japanese. A total of 17 and 9 students participated in the K2 gym in 2009 and 2010, respectively. In the gym, the participants practised Kanji/Katakana using worksheets, repetition sheets and sample sentence/translation sheets under the supervision of native Japanesespeaking postgraduate students. At the end of the fifth week, both participants and postgraduate student assistants provided feedback on the K2 gym activities. The feedback was predominantly positive. The project was significant not only for the Japanese language students who received individual feedback from native speakers in a non-threatening learning environment but also for the postgraduate assistants who gained experience supervising the gym in their interaction with the participants and made some very practical suggestions. Possibilities for future activities are provided.

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The effect of repeated writing on memory

Cited by 55 publications

References 22 publications

Effects of Environment and Input Technology on Human Working memory for Medical Charting Information

Effects of Environment and Input Technology on Human Working memory for Medical Charting Information

Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: normal readers versus poor readers (dyslexics)

Preliminary report on theKanjiandKatakana(K2) gym: out-of-class character/vocabulary learning activities for Japanese language learners

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