Do alternating-color words facilitate reading aloud text in Chinese? Evidence with developing and adult readers.
Prior research has shown that colors induce perceptual grouping and, hence, colors can be used as word dividers during reading (Pinna & Deiana, 2014). This issue is particularly important for those writing systems that do not employ interword spaces (e.g., Chinese). The rationale is that alternating...
| Publicado en: | Memory & Cognition Vol. 45; no. 7; pp. 1160 - 1171 |
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| Autores principales: | , |
| Formato: | Artículo |
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Springer Nature
Oct2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=125224321&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 125224321 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: Oct2017 vid: 45 iid: 7 pid: 237 pub: Springer Nature artinfo: ui: 125224321 10.3758/s13421-017-0717-0 ppf: 1160 ppct: 11 formats: fmt: @attributes: type: P size: 1009KB tig: atl: Do alternating-color words facilitate reading aloud text in Chinese? Evidence with developing and adult readers. aug: au: Perea, Manuel Wang, Xiaoyun affil: Zhejiang Gongshang University , Hangzhou China su: Literacy Reading Vocabulary Written communication Chinese people Color vision sug: subj: Literacy Reading Vocabulary Written communication Chinese people Color vision keyword: Color information Literacy training Word recognition Color information Literacy training Word recognition ab: Prior research has shown that colors induce perceptual grouping and, hence, colors can be used as word dividers during reading (Pinna & Deiana, 2014). This issue is particularly important for those writing systems that do not employ interword spaces (e.g., Chinese). The rationale is that alternating colors across words in these scripts may facilitate the process of word identification without altering the spatial distribution of text. Here, we tested whether color alternation across words produces a benefit in a reading-aloud task in native speakers of Chinese. Participants had to read two texts: one with color alternation across words and the other with mono-color words. Experiments 1 and 2 were conducted with adult readers, whereas Experiment 3 was conducted with developing readers (Grade 2 children). Results showed that color information facilitated reading aloud a text for adult readers-restricted to texts containing technical, unfamiliar words (Experiment 2)-and developing readers. We examined the implications of these findings in the context of literacy and vocabulary training. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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