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undergraduate thesis: From radicals to characters : the role of positional, phonetic, and semantic cues in children's novel character learning
Title | From radicals to characters : the role of positional, phonetic, and semantic cues in children's novel character learning |
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Authors | |
Issue Date | 2012 |
Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
Citation | Chan, Y. [陳艷妍]. (2012). From radicals to characters : the role of positional, phonetic, and semantic cues in children's novel character learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. |
Abstract | This study sought to examine the nature of the relation between radicals and characters by testing children’s strategy used in coding novel characters. The semantic, phonetic and positional information were manipulated in a picture-mapping test. A total of 94 Chinese children: 32 first-graders, 32 third-graders and 30 fourth-graders from Hong Kong mainstream primary schools were invited to complete this test under three different conditions: (1) when no cue was provided, (2) when the phonetic cue was provided, and (3) when the semantic cue was provided. The results showed that children at all grades predominantly used positional strategy (structural knowledge) when no cue was provided. On the other hand, when cues were provided, children increased the use of phonetic and semantic strategies (functional knowledge). The findings suggested that there is a tendency of using holistic processing more under implicit conditions and analytical processing more under explicit conditions. To conclude, positional cues play a larger role than semantic and phonetic cues in Children’s novel character learning due to early development of the structural knowledge and high stability of the positional cue. |
Degree | Bachelor of Science in Speech and Hearing Sciences |
Subject | Chinese characters - Study and teaching (Primary) - China - Hong Kong |
Dept/Program | Speech and Hearing Sciences |
Persistent Identifier | http://hdl.handle.net/10722/237893 |
HKU Library Item ID | b5805890 |
DC Field | Value | Language |
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dc.contributor.author | Chan, Yim-in | - |
dc.contributor.author | 陳艷妍 | - |
dc.date.accessioned | 2017-01-26T04:56:41Z | - |
dc.date.available | 2017-01-26T04:56:41Z | - |
dc.date.issued | 2012 | - |
dc.identifier.citation | Chan, Y. [陳艷妍]. (2012). From radicals to characters : the role of positional, phonetic, and semantic cues in children's novel character learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. | - |
dc.identifier.uri | http://hdl.handle.net/10722/237893 | - |
dc.description.abstract | This study sought to examine the nature of the relation between radicals and characters by testing children’s strategy used in coding novel characters. The semantic, phonetic and positional information were manipulated in a picture-mapping test. A total of 94 Chinese children: 32 first-graders, 32 third-graders and 30 fourth-graders from Hong Kong mainstream primary schools were invited to complete this test under three different conditions: (1) when no cue was provided, (2) when the phonetic cue was provided, and (3) when the semantic cue was provided. The results showed that children at all grades predominantly used positional strategy (structural knowledge) when no cue was provided. On the other hand, when cues were provided, children increased the use of phonetic and semantic strategies (functional knowledge). The findings suggested that there is a tendency of using holistic processing more under implicit conditions and analytical processing more under explicit conditions. To conclude, positional cues play a larger role than semantic and phonetic cues in Children’s novel character learning due to early development of the structural knowledge and high stability of the positional cue. | - |
dc.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject.lcsh | Chinese characters - Study and teaching (Primary) - China - Hong Kong | - |
dc.title | From radicals to characters : the role of positional, phonetic, and semantic cues in children's novel character learning | - |
dc.type | UG_Thesis | - |
dc.identifier.hkul | b5805890 | - |
dc.description.thesisname | Bachelor of Science in Speech and Hearing Sciences | - |
dc.description.thesislevel | Bachelor | - |
dc.description.thesisdiscipline | Speech and Hearing Sciences | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.mmsid | 991020901939703414 | - |