Hostname: page-component-78c5997874-v9fdk Total loading time: 0 Render date: 2024-11-19T21:52:28.346Z Has data issue: false hasContentIssue false
  • English
  • Français

Cognitive mechanism of writing to dictation of logographic characters

Published online by Cambridge University Press:  08 August 2011

ZAIZHU HAN ,
LUPING SONG  and
YANCHAO BI
ZAIZHU HAN
Affiliation:
Beijing Normal University
LUPING SONG
Affiliation:
Capital Medical University Rehabilitation College, China
YANCHAO BI*
Affiliation:
Beijing Normal University
*
ADDRESS FOR CORRESPONDENCE Yanchao Bi, National Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, People's Republic of China. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The cognitive mechanisms for writing to dictation of Chinese syllables by healthy adults were investigated using large-sample multiple regression analyses. In the experiment, subjects wrote down a corresponding character upon hearing a syllable. We mainly examined the effects of three types of attributes (i.e., lexical, semantic, and phonology to orthography conversion [POC] ones) in predicting the production probability of specific characters out of the homophone families for target syllables. We observed significant effects for all three types of attributes, as well as interactions between POC and the lexical attributes, and between POC and the semantic attributes. We further found that the semantic effects vanished for the writing stimuli without homophones. A feedback procedure (i.e., phonetic radical transparency) was also observed to influence Chinese writing performances. Our results support the hypothesis that the extent of semantic involvement in writing (spelling) to dictation is influenced by the effectiveness of POC procedure in a certain language and/or word set. The existence of an interaction between the lexical semantic route and the POC route in writing is further consolidated.

Type
Articles
Information
Applied Psycholinguistics , Volume 33 , Issue 3 , July 2012 , pp. 517 - 537
Copyright
Copyright © Cambridge University Press 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Baayen, R. H., Feldman, L. F., & Schreuder, R. (2006). Morphological influences on the recognition of monosyllabic monomorphemic words. Journal of Memory and Language, 53, 496–512.Google Scholar
Barca, L., Burani, C., & Arduino, L. S. (2002). Word naming times and psycholinguistic norms for Italian nouns. Behavior Research Methods, Instruments, and Computers, 34, 424–434.CrossRefGoogle ScholarPubMed
Barry, C., & Seymour, P. H. K. (1988). Lexical priming and sound-to-spelling contingency effects in nonword spelling. Quarterly Journal of Experimental Psychology, 40A, 5–40.CrossRefGoogle Scholar
Baxter, D. M., & Warrington, E. K. (1987). Transcoding sound to spelling: Single or multiple sound unit correspondence? Cortex, 23, 11–28.CrossRefGoogle ScholarPubMed
Beauvois, M. F., & Dérouesné, F. (1981). Lexical or orthographic agraphia. Brain, 104, 21–49.CrossRefGoogle ScholarPubMed
Bi, Y., Han, Z., Shu, H., & Weekes, B. (2007). The interaction between the semantic and the nonsemantic routes of reading: Evidence from Chinese. Neuropsychologia, 45, 2660–2673.CrossRefGoogle ScholarPubMed
Bird, H., Howard, D., & Franklin, S. (2003). Verbs and nouns: The importance of being imageable. Journal of Neurolinguistics, 16, 113–149.CrossRefGoogle Scholar
Bonin, P., Barry, C., Méot, A., & Chalard, M. (2004). The influence of age of acquisition in word reading and other tasks: A never ending story? Journal of Memory and Language, 50, 456–476.CrossRefGoogle Scholar
Bonin, P., & Méot, A. (2002). Writing to dictation in real time in adults: What are the determinants of written latencies? In Shohov, S. P. (Ed.), Advances in psychology research (Vol. 16). New York: Nova Science Publishers.Google Scholar
Bonin, P., Méot, A., Mermillod, M., Ferrand, L., & Barry, C. (2009). The effects of age of acquisition and frequency trajectory on object naming: Comments on Pérez (2007). Quarterly Journal of Experimental Psychology, 62, 1132–1140.CrossRefGoogle ScholarPubMed
Bosse, M. L., Valdois, S., & Tainturier, M. J. (2003). Analogy without priming in early spelling development. Reading and Writing, 16, 693–716.CrossRefGoogle Scholar
Brysbaert, M., Van Wijnendaele, I., & De Deyne, S. (2000). Age-of-Acquisition of words is a significant variable in semantic tasks. Acta Psychologica, 104, 215–216.CrossRefGoogle Scholar
Bub, D., & Kertesz, A. (1982). Deep agraphia. Brain and Language, 17, 146–165.CrossRefGoogle ScholarPubMed
Cambell, R. (1983). Writing nonwords to diction. Brain and Language, 19, 153–178.CrossRefGoogle Scholar
Cuetos, F., & Barbon, A. (2006). Word naming in Spanish. European Journal of Cognitive Psychology, 18, 415–436.CrossRefGoogle Scholar
Delattre, M., Bonin, P., & Barry, C. (2006). Written spelling to dictation: Sound-to spelling regularity affects both writing latencies and durations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 1330–1340.Google ScholarPubMed
Duhamel, J. R., & Poncet, M. (1986). Deep dysphasia in a case of phonemic deafness: Role of the right hemisphere in auditory language comprehension. Neuropsychologia, 24, 769–779.Google Scholar
Fiser, J., & Aslin, R. N. (2002). Statistical learning of new visual feature combinations by infants. Proceedings of the National Academy of Sciences of the Unites States of America, 99, 15822–15826.CrossRefGoogle ScholarPubMed
Folk, J. R., & Jones, A. C. (2004). The purpose of lexical/sublexical interaction in spelling: Evidence from dysgraphia. Neurocase, 10, 65–69.CrossRefGoogle ScholarPubMed
Forster, K. I., & Forster, J. C. (2003). Dmdx: A windows display program with millisecond accuracy. Behavior Research Methods, Instruments, and Computers, 35, 116–124.CrossRefGoogle ScholarPubMed
Gao, S., Wang, Y., Shi, S., Liu, J., Lin, G., Rao, B., et al. (1993). Aphasia. Beijing: Union Press of Beijing Medical University, Beijing Union Medical College.Google Scholar
Gerhand, S., & Barry, C. (1998). Word frequency effects in oral reading are not merely age-of-acquisition effects in disguise. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 267–283.Google Scholar
Hillis, A. E., & Caramazza, A. (1991). Mechanisms for accessing lexical representations for output: Evidence from a category-specific semantic deficit. Brain and Language, 40, 106–144.CrossRefGoogle ScholarPubMed
Hillis, A. E., & Caramazza, A. (1995). Converging evidence for the interaction of semantic and sublexical phonological information in accessing lexical representations for spoken output. Cognitive Neuropsychology, 12, 187–227.CrossRefGoogle Scholar
Hillis, A. E., Rapp, B., & Caramazza, A. (1999). When a rose is a rose in speech but a tulip in writing. Cortex, 35, 337–356.CrossRefGoogle Scholar
Houghton, G., & Zorzi, M. (2003). Normal and impaired spelling in a connectionist dual-route architecture. Cognitive Neuropsychology, 20, 115–162.CrossRefGoogle Scholar
Kim, H., & Na, D. I. (2000). Dissociation of pure Korean words and Chinese-derivative words in phonological dysgraphia. Brain and Language, 74, 134–137.CrossRefGoogle ScholarPubMed
Kirkham, N. Z., Slemmer, J. A., & Johnson, S. P. (2002). Visual statistical learning in infancy: evidence for a domain general learning mechanism. Cognition, 83, B35–B42.CrossRefGoogle ScholarPubMed
Laiacona, M., Capitani, E., Zonca, G., Scola, I., Saletta, P., & Luzzatti, C. (2009). Integration of lexical and sublexical processing in the spelling of regular words: A multiple single-case study in Italian dysgraphic patients. Cortex, 45, 804–815.CrossRefGoogle ScholarPubMed
Law, S. (2004). Writing errors of a cantonese dysgraphic patient and their theoretical implications. Neurocase, 10, 132–140.CrossRefGoogle ScholarPubMed
Law, S., Wong, W., & Kong, A. (2006). Direct access from meaning to orthography in Chinese: A case study of superior written to oral naming. Aphasiology, 20, 565–578.CrossRefGoogle Scholar
Law, S. P., & Or, B. (2001). A case study of acquired dyslexia and dysgraphia in Cantonese: Evidence for nonsemantic pathways for reading and writing in Chinese. Cognitive Neuropsychology, 18, 729–748.CrossRefGoogle ScholarPubMed
Law, S. P., Yeung, O., Wong, W., & Chiu, K. M. Y. (2005). Processing of semantic radicals in writing Chinese characters: Data from a Chinese dysgraphic patient. Cognitive Neuropsychology, 22, 885–903.CrossRefGoogle ScholarPubMed
Lee, C. Y., Huang, H. W., Kuo, W. J., Tsai, J. L., & Tzeng, O. J. (2010). Cognitive and neural basis of the consistency and lexicality effects in reading Chinese. Journal of Neurolinguistics, 23, 10–27.CrossRefGoogle Scholar
Lee, C. Y., Tsai, J. L., Chiu, Y. C., Hung, D. L., & Tzeng, O. J. (2006). The early extraction of sublexical phonology in reading Chinese pseudocharacters: An event-related potentials study. Language and Linguistics, 7, 619–636.Google Scholar
Lee, C. Y., Tsai, J. L., Kuo, W. J., Yeh, T.C., Wu, Y. T., Ho, L. T., et al. (2004). Neuronal correlates of consistency and frequency effects on Chinese character naming: An event-related fMRI study. NeuroImage, 23, 1235–1245.CrossRefGoogle ScholarPubMed
Lété, B., Peereman, R., & Fayol, M. (2008). Consistency and word-frequency effects on spelling among first- to fifth-grade French children: A regression-based study. Journal of Memory and Language, 58, 952–977.CrossRefGoogle Scholar
Lewis, M. B., Gerhand, S., & Ellis, H. D. (2001). Re-evaluating age-of-acquisition effects: Are they simply cumulative-frequency effects? Cognition, 78, 189–205.CrossRefGoogle ScholarPubMed
Liu, Y., Shu, H., & Li, P. (2007). Word naming and psycholinguistic norms: Chinese. Behavior Research Methods, 39, 192–198.CrossRefGoogle ScholarPubMed
Luzzi, S., Bartolini, M., Coccia, M., Provinciali, L., Piccirilli, M., & Snowden, J. S. (2003). Surface dysgraphia in a regular orthography: Apostrophe use by an Italian writer. Neurocase, 9, 285–296.CrossRefGoogle Scholar
Majerus, S., Lekeu, F., Van der Linden, M., & Salmon, E. (2001). Deep dysphasia: Further evidence on the relationship between phonological short term memory and language processing. Cognitive Neuropsychology, 18, 385–410.CrossRefGoogle ScholarPubMed
Miceli, G., Benvegnù, B., Capasso, R., & Caramazza, A. (1997). The independence of phonological and orthographic lexical forms: Evidence from aphasia. Cognitive Neuropsychology, 14, 35–70.CrossRefGoogle Scholar
Miceli, G., & Capasso, R. (2006). Spelling and dysgraphia. Cognitive Neuropsychology, 23, 110–134.CrossRefGoogle ScholarPubMed
Miceli, G., Capasso, R., Ivella, A., & Caramazza, A. (1997). Acquired dysgraphia in alphabetic and stenographic writing. Cortex, 33, 355–367.CrossRefGoogle Scholar
Nolan, K. A., & Caramazza, A. (1983). An analysis of writing in a case of deep dyslexia. Brain and Language, 20, 305–328.CrossRefGoogle Scholar
Norton, E. S., Kovelman, I., & Petitto, L. A. (2007). Are there separate neural systems for spelling? New insights into the role of rules and memory in spelling from fMRI. International Journal of Mind, Brain, and Education, 1, 1–12.Google Scholar
People's Education Press. (2006). Standard textbooks for nine-year elementary to high school education. Beijing: Author.Google Scholar
Pérez, M. A. (2007). Age-of-Acquisition persists as the main factor in picture naming when cumulative word-frequency and frequency trajectory are controlled. Quarterly Journal of Experimental Psychology, 60, 32–42.CrossRefGoogle ScholarPubMed
Rapp, B., Epstein, C., & Tainturier, M. J. (2002). The integration of information across lexical and sublexical processes in spelling. Cognitive Neuropsychology, 19, 1–29.CrossRefGoogle ScholarPubMed
Reich, S., Chou, T. L., & Patterson, K. (2003). Acquired dysgraphia in Chinese: Further evidence on the links between phonology and orthography. Aphasiology, 17, 585–604.CrossRefGoogle Scholar
Sadoski, M., Willson, V. L., Holcomb, A., & Boulware-Gooden, R. (2004). Verbal and nonverbal predictors of spelling performance. Journal of Literacy Research, 36, 461–478.CrossRefGoogle Scholar
Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274, 1926–1928.CrossRefGoogle ScholarPubMed
Saffran, J. R., Pollak, S. D., Seibel, R. L., & Shkolnik, A. (2007). Dog is a dog is a dog: Infant rule learning is not specific to language. Cognition, 105, 669–680.CrossRefGoogle Scholar
Shallice, T. (1981). Phonological agraphia and the lexical route in writing. Brain, 104, 413–429.CrossRefGoogle ScholarPubMed
Shen, H. H., & Bear, D. R. (2000). Development of orthographic skills in Chinese children. Reading and Writing, 13, 197–236.CrossRefGoogle Scholar
Shu, H., Chen, X., Anderson, R., Wu, N., & Xuan, Y. (2003). Properties of school Chinese. Child Development, 74, 27–47.CrossRefGoogle ScholarPubMed
Shu, H., & Wu, N. (2006). Growth of orthography–phonology knowledge in the Chinese writing system. In Li, P., Tan, L. H., Bates, E., & Tzeng, O. J. L. (Eds.), Handbook of east Asian psycholinguistics (pp. 103–113). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Standards Press of China. (1994). Information technology—UCS: Universal multiple-octet coded character set: Part 1. Architecture and basic multilingual plane. Beijing: Author.Google Scholar
Steyvers, M., & Tenenbaum, J. B. (2005). The large-scale structure of semantic networks: Statistical analysis and a model of semantic growth. Cognitive Science, 29, 41–78.CrossRefGoogle Scholar
Sun, H. L., Huang, J. P., Sun, D. J., Li, D. J., & Xing, H. B. (1997). Introduction to language corpus system of modern Chinese study. In Hu, M. Y. (Ed.), Paper collection for the 5th World Chinese Teaching Symposium. Beijing: Peking University Publisher.Google Scholar
Tainturier, M. J., & Caramazza, A. (1996). The status of double letters in graphemic representations. Journal of Memory and Language, 35, 53–73.CrossRefGoogle Scholar
Valdois, S., Carbonnel, S., David, D., Rousset, S., & Pellat, J. (1995). Confrontation of PDP models and dual-route models through the analysis of a case of deep dysphasia. Cognitive Neuropsychology, 12, 681–724.CrossRefGoogle Scholar
Ward, J., Stott, R., & Parkin, A. J. (2000). The role of semantics in reading and spelling: Evidence for the “summation hypothesis.” Neuropsychologia, 38, 1643–1653.CrossRefGoogle ScholarPubMed
Weekes, B. S., & Raman, I. (2008). Bilingual deep dysphasia. Cognitive Neuropsychology, 25, 411–436.CrossRefGoogle ScholarPubMed
Weekes, B. S., Yin, W., Su, I. F., & Chen, M. J. (2006). The cognitive neuropsychology of reading and writing in Chinese. Language and linguistics, 7, 595–617.Google Scholar
Xing, H., Shu, H., & Li, P. (2004). The acquisition of Chinese characters: Corpus analyses and connectionist simulations. Journal of Cognitive Science, 5, 1–49.Google Scholar
Zevin, J. D., & Seidenberg, M. S. (2002). Age of acquisition effects in word reading and other tasks. Journal of Memory and Language, 47, 1–29.CrossRefGoogle Scholar
Ziegler, J. C., & Ferrand, L. (1998). Orthography shapes the perception of speech: The consistency effect in auditory word recognition. Psychonomic Bulletin & Review, 5, 683–689.CrossRefGoogle Scholar