The influence of sensory-motor components of handwriting on Chinese character learning in second- and fourth-grade Chinese children
Bibliographic Data
| ID | 21347779 |
|---|---|
| Authors | Zhengye Xu (0000-0001-6738-8060, Education University of Hong Kong), Phil Duo Liu (0000-0002-2352-2616, Education University of Hong Kong), R Malatesha Joshi (0000-0002-4667-345X, Texas A&M University) |
| Year | 2020 |
| Volume | 112 |
| Issue | 7 |
| Pages | 1353-1366 |
| Publication date | 2020-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/edu0000443 |
| OpenAlex | W2995129871 |
| Language | EN |
| Citations received | 6 |
| References cited | 24 |
In the present study, 144 second- and 150 fourth-grade Chinese students were recruited to complete a Chinese character learning task to explore the specific contributions of sensory-motor components (i.e., visual, motor, and haptic systems) of handwriting to Chinese character learning. After matching for age, nonverbal IQ, and a series of cognitive-linguistic skills, each child was assigned to 1 of 4 training conditions (i.e., reading, visual processing, air-writing, or handwriting) to investigate the specific contributions of the sensory-motor components (i.e., visual, motor, and haptic systems) of handwriting to Chinese character learning. In the reading condition, the children were shown images of characters. In the other 3 conditions, they were shown animations of how a given character is written. The participants were asked to view the animations in the visual processing condition, whereas in the air-writing and handwriting conditions they were asked, respectively, to follow the animations and write the Chinese characters with their index fingers in the air or write the Chinese characters with a pen on paper. They were asked to name the learnt characters in the posttest. Both air-writing and handwriting elicited a larger training effect than reading or visual processing, but there was no difference between the air-writing and handwriting groups. Also, no age differences were found in either the air-writing or the handwriting conditions. Unique contributions of visual-motor integration, motor programming, and their corresponding integration with a haptic system of handwriting to reading are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
Character (mathematics) · Chinese characters · Cognitive psychology · Developmental psychology · Handwriting · Linguistics · Motor skill · Sensory system · Hearing Impairment and Communication · Psychology · Tactile and Sensory Interactions · Writing and Handwriting Education
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| Citations per year | 1.5 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |