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Hokkaido University Collection of Scholarly and Academic Papers >
Graduate School of Humanities and Human Sciences / Faculty of Humanities and Human Sciences >
Peer-reviewed Journal Articles, etc >
Repeated writing facilitates children's memory for pseudocharacters and foreign letters
| Title: | Repeated writing facilitates children's memory for pseudocharacters and foreign letters |
| Authors: | Naka, Makiko Browse this author →KAKEN DB |
| Issue Date: | 1998 |
| Publisher: | Psychonomic Society |
| Journal Title: | Memory & Cognition |
| Volume: | 26 |
| Issue: | 4 |
| Start Page: | 804 |
| End Page: | 809 |
| Abstract: | In a logographic language culture, repeated (hand)ivr-iting is a common memory strategy for learning letters and Chinese characters. The purpose of this paper is to determine whether this strategy facilitates children's memory for pseudologographic characters and foreign letters. It also explores which aspect of writing, the use of stroke orders or the writing action itself, is responsible for the effect. First, third, and fifth grade Japanese children participated in the study, Results showed that, for all the subjects, characters and letters were better recalled when learned by writing rather than by looking only (Experiments 1 and 4). The advantage of writing was decreased, however, when the proper writing action prevented (i.e., when subjects were instructed to trace or write without feedback; Experiments 3 and 4) but not when the proper stroke orders were prevented (i.e., when subjects were instructed to write in reverse or random orders; Experiment 2). The results indicate that the writing action, rather than the use of stroke orders, is responsible for the effect, |
| Type: | article |
| URI: | http://hdl.handle.net/2115/44681 |
| Appears in Collections: | 文学院・文学研究院 (Graduate School of Humanities and Human Sciences / Faculty of Humanities and Human Sciences) > 雑誌発表論文等 (Peer-reviewed Journal Articles, etc)
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Submitter: 仲 真紀子
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