Writing facilitates learning to read in Chinese through reduction of holistic processing: A developmental study

Ricky Van Yip Tso; Terry Kit Fong Au; Janet Hui Wen Hsiao

Writing facilitates learning to read in Chinese through reduction of holistic processing: A developmental study

Ricky Van Yip Tso, Terry Kit Fong Au, Janet Hui Wen Hsiao

Research output: Chapter in Book/Conference Proceeding/Report › Conference Paper published in a book › peer-review

Abstract

Holistic processing has been identified as an expertise marker of face and object recognition. In contrast, the expertise marker of recognizing Chinese characters is reduced holistic processing (Hsiao & Cottrell, 2009), which is driven by Chinese writing experiences rather than reading ability (Tso, Au, & Hsiao, 2011). Here we investigate the developmental trend of holistic processing in Chinese character recognition and its relationship with reading and writing abilities by testing Chinese children who were learning Chinese at a public elementary school in Hong Kong on these abilities. We found that the holistic processing effect of Chinese characters in children was reduced as they reached higher grades; this reduction was driven by enhanced Chinese literacy rather than age. In addition, we found that writing performance predicts reading performance through reduced holistic processing as a mediator. We thus argue that writing hones analytic processing, which is essential for Chinese character recognition, and in turn facilitates learning to read in Chinese.

Original language	English
Title of host publication	Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012
Editors	Naomi Miyake, David Peebles, Richard P. Cooper
Publisher	The Cognitive Science Society
Pages	2463-2468
Number of pages	6
ISBN (Electronic)	9780976831884
Publication status	Published - 2012
Externally published	Yes
Event	34th Annual Meeting of the Cognitive Science Society: Building Bridges Across Cognitive Sciences Around the World, CogSci 2012 - Sapporo, Japan Duration: 1 Aug 2012 → 4 Aug 2012

Publication series

Name	Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012

Conference

Conference	34th Annual Meeting of the Cognitive Science Society: Building Bridges Across Cognitive Sciences Around the World, CogSci 2012
Country/Territory	Japan
City	Sapporo
Period	1/08/12 → 4/08/12

Bibliographical note

Publisher Copyright:
© CogSci 2012.All rights reserved.

Keywords

Chinese character recognition
copying
holistic processing
reading
writing

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

Van Yip Tso, R., Au, T. K. F., & Hsiao, J. H. W. (2012). Writing facilitates learning to read in Chinese through reduction of holistic processing: A developmental study. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012 (pp. 2463-2468). (Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012). The Cognitive Science Society.

Van Yip Tso, Ricky ; Au, Terry Kit Fong ; Hsiao, Janet Hui Wen. / Writing facilitates learning to read in Chinese through reduction of holistic processing : A developmental study. Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012. editor / Naomi Miyake ; David Peebles ; Richard P. Cooper. The Cognitive Science Society, 2012. pp. 2463-2468 (Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012).

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title = "Writing facilitates learning to read in Chinese through reduction of holistic processing: A developmental study",

abstract = "Holistic processing has been identified as an expertise marker of face and object recognition. In contrast, the expertise marker of recognizing Chinese characters is reduced holistic processing (Hsiao \& Cottrell, 2009), which is driven by Chinese writing experiences rather than reading ability (Tso, Au, \& Hsiao, 2011). Here we investigate the developmental trend of holistic processing in Chinese character recognition and its relationship with reading and writing abilities by testing Chinese children who were learning Chinese at a public elementary school in Hong Kong on these abilities. We found that the holistic processing effect of Chinese characters in children was reduced as they reached higher grades; this reduction was driven by enhanced Chinese literacy rather than age. In addition, we found that writing performance predicts reading performance through reduced holistic processing as a mediator. We thus argue that writing hones analytic processing, which is essential for Chinese character recognition, and in turn facilitates learning to read in Chinese.",

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author = "\{Van Yip Tso\}, Ricky and Au, \{Terry Kit Fong\} and Hsiao, \{Janet Hui Wen\}",

note = "Publisher Copyright: {\textcopyright} CogSci 2012.All rights reserved.; 34th Annual Meeting of the Cognitive Science Society: Building Bridges Across Cognitive Sciences Around the World, CogSci 2012 ; Conference date: 01-08-2012 Through 04-08-2012",

year = "2012",

language = "English",

series = "Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012",

publisher = "The Cognitive Science Society",

pages = "2463--2468",

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Van Yip Tso, R, Au, TKF & Hsiao, JHW 2012, Writing facilitates learning to read in Chinese through reduction of holistic processing: A developmental study. in N Miyake, D Peebles & RP Cooper (eds), Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012. Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012, The Cognitive Science Society, pp. 2463-2468, 34th Annual Meeting of the Cognitive Science Society: Building Bridges Across Cognitive Sciences Around the World, CogSci 2012, Sapporo, Japan, 1/08/12.

Writing facilitates learning to read in Chinese through reduction of holistic processing: A developmental study. / Van Yip Tso, Ricky; Au, Terry Kit Fong; Hsiao, Janet Hui Wen.
Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012. ed. / Naomi Miyake; David Peebles; Richard P. Cooper. The Cognitive Science Society, 2012. p. 2463-2468 (Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012).

Research output: Chapter in Book/Conference Proceeding/Report › Conference Paper published in a book › peer-review

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AU - Hsiao, Janet Hui Wen

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N2 - Holistic processing has been identified as an expertise marker of face and object recognition. In contrast, the expertise marker of recognizing Chinese characters is reduced holistic processing (Hsiao & Cottrell, 2009), which is driven by Chinese writing experiences rather than reading ability (Tso, Au, & Hsiao, 2011). Here we investigate the developmental trend of holistic processing in Chinese character recognition and its relationship with reading and writing abilities by testing Chinese children who were learning Chinese at a public elementary school in Hong Kong on these abilities. We found that the holistic processing effect of Chinese characters in children was reduced as they reached higher grades; this reduction was driven by enhanced Chinese literacy rather than age. In addition, we found that writing performance predicts reading performance through reduced holistic processing as a mediator. We thus argue that writing hones analytic processing, which is essential for Chinese character recognition, and in turn facilitates learning to read in Chinese.

AB - Holistic processing has been identified as an expertise marker of face and object recognition. In contrast, the expertise marker of recognizing Chinese characters is reduced holistic processing (Hsiao & Cottrell, 2009), which is driven by Chinese writing experiences rather than reading ability (Tso, Au, & Hsiao, 2011). Here we investigate the developmental trend of holistic processing in Chinese character recognition and its relationship with reading and writing abilities by testing Chinese children who were learning Chinese at a public elementary school in Hong Kong on these abilities. We found that the holistic processing effect of Chinese characters in children was reduced as they reached higher grades; this reduction was driven by enhanced Chinese literacy rather than age. In addition, we found that writing performance predicts reading performance through reduced holistic processing as a mediator. We thus argue that writing hones analytic processing, which is essential for Chinese character recognition, and in turn facilitates learning to read in Chinese.

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BT - Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012

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Van Yip Tso R, Au TKF, Hsiao JHW. Writing facilitates learning to read in Chinese through reduction of holistic processing: A developmental study. In Miyake N, Peebles D, Cooper RP, editors, Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012. The Cognitive Science Society. 2012. p. 2463-2468. (Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012).

Writing facilitates learning to read in Chinese through reduction of holistic processing: A developmental study

Abstract

Publication series

Conference

Bibliographical note

Keywords

UN SDGs

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