Integrated Learning of Chinese - Revision history

Liuying at 00:07, 29 September 2008

2008-09-29T00:07:28Z

← Older revision		Revision as of 00:07, 29 September 2008
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	Summary table		Summary table
	*Node Title: Integrated Learning of Chinese: reading, perception and production		*Node Title: Integrated Learning of Chinese: reading, perception and production
	*Researchers: Ying Liu, Charles Perfetti, ~~Min Wang~~, Suemei Wu		*Researchers: Ying Liu, Charles Perfetti, Qun (Connie) Guan, Suemei Wu, Min Wang
	*PIs: Ying Liu, Charles Perfetti~~, Min Wang~~		*PIs: Ying Liu, Charles Perfetti
	*Others who have contributed 160 hours or more:		*Others who have contributed 160 hours or more:
	*Post-Docs: Connie Guan		*Post-Docs: Connie Guan
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	== Findings ==		== Findings ==
	The accuracy rates of the lexical decision task on the learned characters showed a significant main effect of learning condition [F (2, 56) = 4.79, MSE = .11, p = .01]. There was also a significant presentation order by learning condition interaction [F (2, 56) = 4.79, MSE = .11, p = .01]. The partial character recognition task did not show a learning condition main effect, but a significant presentation order by learning condition interaction. [F (2, 56) = 9.59, MSE = .05, p < .001]. When encountering the reading only condition first, the participants’ accuracy rate on the characters learned in the writing condition were 11% higher than reading only condition [t (13) = 3.75, p = .01, 2-tailed].		*The accuracy rates of the lexical decision task on the learned characters showed a significant main effect of learning condition [F (2, 56) = 4.79, MSE = .11, p = .01]. There was also a significant presentation order by learning condition interaction [F (2, 56) = 4.79, MSE = .11, p = .01]. The partial character recognition task did not show a learning condition main effect, but a significant presentation order by learning condition interaction. [F (2, 56) = 9.59, MSE = .05, p < .001]. When encountering the reading only condition first, the participants’ accuracy rate on the characters learned in the writing condition were 11% higher than reading only condition [t (13) = 3.75, p = .01, 2-tailed].

			[[Image:Learningresult.jpg]]


			*A second study is being designed at this moment to continue exploring the integration hypothesis. It will compare three methods: handwriting, Pinyin based computer typing, and both. Handwriting focuses on the semantic-orthography connections, whereas pinyin typing focuses on the semantic-phonology connection. We hypothesize that the combination of handwriting and pinyin typing can facilitate the integration of constituents. Theoretical framework and practical suggestions will be given on the learning of Chinese handwriting and typing in a modern technology rich learning environment.

	== Explanation ==		== Explanation ==
	*These studies test hypotheses about the effectiveness of targeted integrated instruction which are based theories from both Refinement and fluency cluster and Coordinative cluster. Each study has a specific rationale. (That is, integration is not a general virtue, but inherits effectiveness according to specific assumptions about the relation of component knowledge to specific tasks of reading, perception, and production.) The studies share a general approach in the use of the Integrated Chinese Tutor (ITC). In terms of the [[assistance dimension]], our assumption is the initial learning of a novel orthography along with a new phonological system places high demands on novice learners. The decomposition strategy represents a high level of [[assistance]] at this stage of learning. We are not testing the implication that, at advanced stages of learning, students might benefit from less assistance in the form of non-decomposed language units.		*These studies test hypotheses about the effectiveness of targeted integrated instruction which are based theories from both Refinement and fluency cluster and Coordinative cluster. Each study has a specific rationale. (That is, integration is not a general virtue, but inherits effectiveness according to specific assumptions about the relation of component knowledge to specific tasks of reading, perception, and production.) The studies share a general approach in the use of the Integrated Chinese Tutor (ITC). In terms of the [[assistance dimension]], our assumption is the initial learning of a novel orthography along with a new phonological system places high demands on novice learners. The decomposition strategy represents a high level of [[assistance]] at this stage of learning. We are not testing the implication that, at advanced stages of learning, students might benefit from less assistance in the form of non-decomposed language units.
	*The current results suggested that writing conditions provided better learning than reading only conditions because of better orthography-semantic integration. The proposed project will continue to test the hypothesis of constituency integration by including both handwriting and pinyin typing in learning.		*The current results suggested that writing conditions provided better learning than reading only conditions because of better orthography-semantic integration. The proposed project will continue to test the hypothesis of constituency integration by including both handwriting and pinyin typing in learning.

	== Descendants ==		== Descendants ==
	None.		None.

	== Further information ==		== Further information ==
	*Perfetti, C.A., Liu, Y., & Tan, L.H (2005). The Lexical Constituency Model: Some Implications of Research on Chinese for General Theories of Reading. Psychological Review, 112, 43-59.		*Perfetti, C.A., Liu, Y., & Tan, L.H (2005). The Lexical Constituency Model: Some Implications of Research on Chinese for General Theories of Reading. Psychological Review, 112, 43-59.

Liuying at 23:18, 28 September 2008

2008-09-28T23:18:27Z

← Older revision		Revision as of 23:18, 28 September 2008
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	----		--------
	Summary table		Summary table
	*Node Title: Integrated Learning of Chinese: reading, perception and production		*Node Title: Integrated Learning of Chinese: reading, perception and production
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	== Dependent variables ==		== Dependent variables ==

	*~~[[Normal post-test]]: measures of <i> partial character recognition </i> (i.e., the accuracy and response time on recognizing the partial characters, the whole~~ of ~~which~~ the ~~students have learned in training), <i>~~ lexical decision ~~</i> (i.e., the accuracy and response time~~ on ~~deciding whether~~ the character ~~is a real character or not) and <i> dictation~~ task ~~</i> (i.e. the quality of character-writing given the English meaning cues or the sound cues of the characters)~~		*Accuracy rates of the lexical decision task
	*~~[[Transfer]]: measure of <i> lexical decision </i>~~ (~~see the definition above~~) on ~~the novel characters~~		*Accuracy rates on the partial-cue character recognition task
			*Learning gains (Pretest vs. Posttest) on meaning translation, pinyin and tone


	== Independent variables ==		== Independent variables ==
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	== Hypothesis ==		== Hypothesis ==
	*~~Integration is crucial for~~ robust ~~learning;~~		*General: Instructional Events that integrate receptive and productive components lead to robust representations of Chinese characters.
	*~~Integration is most robust when~~ the ~~involved knowledge components are already refined~~.		*Specific: Writing characters provides a perceptual motor representation of graphic form that further supports the recognition of these forms.


	== Findings ==		== Findings ==
	The first ~~experiment is under programming~~. ~~Testing of students will start in late March of 2008~~.		The accuracy rates of the lexical decision task on the learned characters showed a significant main effect of learning condition [F (2, 56) = 4.79, MSE = .11, p = .01]. There was also a significant presentation order by learning condition interaction [F (2, 56) = 4.79, MSE = .11, p = .01]. The partial character recognition task did not show a learning condition main effect, but a significant presentation order by learning condition interaction. [F (2, 56) = 9.59, MSE = .05, p < .001]. When encountering the reading only condition first, the participants’ accuracy rate on the characters learned in the writing condition were 11% higher than reading only condition [t (13) = 3.75, p = .01, 2-tailed].

	== Explanation ==		== Explanation ==
	These studies test hypotheses about the effectiveness of targeted integrated instruction which are based theories from both Refinement and fluency cluster and Coordinative cluster. Each study has a specific rationale. (That is, integration is not a general virtue, but inherits effectiveness according to specific assumptions about the relation of component knowledge to specific tasks of reading, perception, and production.) The studies share a general approach in the use of the Integrated Chinese Tutor (ITC). In terms of the [[assistance dimension]], our assumption is the initial learning of a novel orthography along with a new phonological system places high demands on novice learners. The decomposition strategy represents a high level of [[assistance]] at this stage of learning. We are not testing the implication that, at advanced stages of learning, students might benefit from less assistance in the form of non-decomposed language units.		*These studies test hypotheses about the effectiveness of targeted integrated instruction which are based theories from both Refinement and fluency cluster and Coordinative cluster. Each study has a specific rationale. (That is, integration is not a general virtue, but inherits effectiveness according to specific assumptions about the relation of component knowledge to specific tasks of reading, perception, and production.) The studies share a general approach in the use of the Integrated Chinese Tutor (ITC). In terms of the [[assistance dimension]], our assumption is the initial learning of a novel orthography along with a new phonological system places high demands on novice learners. The decomposition strategy represents a high level of [[assistance]] at this stage of learning. We are not testing the implication that, at advanced stages of learning, students might benefit from less assistance in the form of non-decomposed language units.
			*The current results suggested that writing conditions provided better learning than reading only conditions because of better orthography-semantic integration. The proposed project will continue to test the hypothesis of constituency integration by including both handwriting and pinyin typing in learning.
	== Descendants ==		== Descendants ==
	None.		None.
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	*Liu, Perfetti, C.A., & Wang, M. (2006) Visual Analysis and Lexical Access of Chinese characters by Chinese as Second Language Readers. Linguistic and Language, 7(3), 637-657.		*Liu, Perfetti, C.A., & Wang, M. (2006) Visual Analysis and Lexical Access of Chinese characters by Chinese as Second Language Readers. Linguistic and Language, 7(3), 637-657.
	*Massaro, D. W., Liu, Y., Chen, T. H., & Perfetti, C. A. (2006). A Multilingual Embodied Conversational Agent for Tutoring Speech and Language Learning. Proceedings of the Ninth International Conference on Spoken Language Processing (Interspeech 2006 - ICSLP, September, Pittsburgh, PA), 825-828.Universität Bonn, Bonn, Germany.		*Massaro, D. W., Liu, Y., Chen, T. H., & Perfetti, C. A. (2006). A Multilingual Embodied Conversational Agent for Tutoring Speech and Language Learning. Proceedings of the Ninth International Conference on Spoken Language Processing (Interspeech 2006 - ICSLP, September, Pittsburgh, PA), 825-828.Universität Bonn, Bonn, Germany.

			Updated Sep 28, 2008

Liuying at 15:45, 28 September 2008

2008-09-28T15:45:53Z

← Older revision		Revision as of 15:45, 28 September 2008
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	== Research question ==		== Research question ==
	How does [[integration]] of language constituents lead to [[robust learning]]?		*How does [[integration]] of language constituents lead to [[robust learning]]?
	Does writing Chinese lead to better integration and more robust Chinese reading?		*Does writing Chinese lead to better integration and more robust Chinese reading?
	Does the combination of writing and typing lead to more robust learning via better integration?		*Does the combination of writing and typing lead to more robust learning via better integration?

	== Background ==		== Background ==

Liuying at 15:45, 28 September 2008

2008-09-28T15:45:16Z

← Older revision		Revision as of 15:45, 28 September 2008
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	*Graduate Students: Derek Chan		*Graduate Students: Derek Chan
	*Study Start Date Jan 1, 2008		*Study Start Date Jan 1, 2008
	*Study End Date ~~Dec~~ 31, 2009		*Study End Date July 31, 2009
	*LearnLab Site and Courses , CMU Chinese (Classroom and Online)		*LearnLab Site and Courses , CMU Chinese (Classroom and Online)
	*Number of Students: 100		*Number of Students: 100
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	== Research question ==		== Research question ==
	How does [[integration]] of language constituents lead to [[robust learning]]?		How does [[integration]] of language constituents lead to [[robust learning]]?
			Does writing Chinese lead to better integration and more robust Chinese reading?
			Does the combination of writing and typing lead to more robust learning via better integration?

	== Background ==		== Background ==

Qguan: /* Dependent variables */

2008-03-12T23:05:59Z

Dependent variables

← Older revision		Revision as of 23:05, 12 March 2008
Line 32:		Line 32:
	== Dependent variables ==		== Dependent variables ==

	*[[Normal post-test]]: measures of <i> partial character recognition </i> (i.e., the accuracy and response time on recognizing the partial characters ~~that~~ the students learned in training), <i> lexical decision </i> (i.e., the accuracy and response time on deciding whether the character is a real character or not) and <i> dictation task </i> (i.e. the quality of character-writing given the English meaning cues or the sound cues of the characters)		*[[Normal post-test]]: measures of <i> partial character recognition </i> (i.e., the accuracy and response time on recognizing the partial characters, the whole of which the students have learned in training), <i> lexical decision </i> (i.e., the accuracy and response time on deciding whether the character is a real character or not) and <i> dictation task </i> (i.e. the quality of character-writing given the English meaning cues or the sound cues of the characters)
	*[[Transfer]]: measure of <i> lexical decision </i> (see the definition above) on the novel characters		*[[Transfer]]: measure of <i> lexical decision </i> (see the definition above) on the novel characters

Qguan: /* Dependent variables */

2008-03-12T22:56:10Z

Dependent variables

← Older revision		Revision as of 22:56, 12 March 2008
Line 32:		Line 32:
	== Dependent variables ==		== Dependent variables ==

	*[[Normal post-test]]: measures of <i> partial character recognition <i> (i.e., accuracy and response time in recognizing the partial characters that the students learned in training), <i> lexical decision <i> (i.e., the accuracy and response time in deciding whether the character is a real character or not) and dictation task (the quality of character-writing given the English meaning ~~cue~~ or the sound of the characters)		*[[Normal post-test]]: measures of <i> partial character recognition </i> (i.e., the accuracy and response time on recognizing the partial characters that the students learned in training), <i> lexical decision </i> (i.e., the accuracy and response time on deciding whether the character is a real character or not) and <i> dictation task </i> (i.e. the quality of character-writing given the English meaning cues or the sound cues of the characters)
	*[[Transfer]]: ~~measures~~ of <i> lexical decision <i> (see above) on the novel characters		*[[Transfer]]: measure of <i> lexical decision </i> (see the definition above) on the novel characters

	== Independent variables ==		== Independent variables ==

Qguan: /* Dependent variables */

2008-03-12T22:53:15Z

Dependent variables

← Older revision		Revision as of 22:53, 12 March 2008
Line 32:		Line 32:
	== Dependent variables ==		== Dependent variables ==

	*[[Normal post-test]]: measures of partial character recognition, lexical decision and ~~translation~~		*[[Normal post-test]]: measures of <i> partial character recognition <i> (i.e., accuracy and response time in recognizing the partial characters that the students learned in training), <i> lexical decision <i> (i.e., the accuracy and response time in deciding whether the character is a real character or not) and dictation task (the quality of character-writing given the English meaning cue or the sound of the characters)
	*[[Transfer]]: measures of novel ~~character decision and translation~~		*[[Transfer]]: measures of <i> lexical decision <i> (see above) on the novel characters

	== Independent variables ==		== Independent variables ==

Qguan: /* Findings */

2008-03-12T16:16:55Z

Findings

← Older revision		Revision as of 16:16, 12 March 2008
Line 46:		Line 46:

	== Findings ==		== Findings ==
	The first experiment is under programming. Testing of students will start in ~~early~~ March of 2008.		The first experiment is under programming. Testing of students will start in late March of 2008.

	== Explanation ==		== Explanation ==
	These studies test hypotheses about the effectiveness of targeted integrated instruction which are based theories from both Refinement and fluency cluster and Coordinative cluster. Each study has a specific rationale. (That is, integration is not a general virtue, but inherits effectiveness according to specific assumptions about the relation of component knowledge to specific tasks of reading, perception, and production.) The studies share a general approach in the use of the Integrated Chinese Tutor (ITC). In terms of the [[assistance dimension]], our assumption is the initial learning of a novel orthography along with a new phonological system places high demands on novice learners. The decomposition strategy represents a high level of [[assistance]] at this stage of learning. We are not testing the implication that, at advanced stages of learning, students might benefit from less assistance in the form of non-decomposed language units.		These studies test hypotheses about the effectiveness of targeted integrated instruction which are based theories from both Refinement and fluency cluster and Coordinative cluster. Each study has a specific rationale. (That is, integration is not a general virtue, but inherits effectiveness according to specific assumptions about the relation of component knowledge to specific tasks of reading, perception, and production.) The studies share a general approach in the use of the Integrated Chinese Tutor (ITC). In terms of the [[assistance dimension]], our assumption is the initial learning of a novel orthography along with a new phonological system places high demands on novice learners. The decomposition strategy represents a high level of [[assistance]] at this stage of learning. We are not testing the implication that, at advanced stages of learning, students might benefit from less assistance in the form of non-decomposed language units.

Qguan: /* Independent variables */

2008-03-12T16:12:02Z

Independent variables

← Older revision		Revision as of 16:12, 12 March 2008
Line 37:		Line 37:
	== Independent variables ==		== Independent variables ==
	*Integration of reading and writing vs. reading only		*Integration of reading and writing vs. reading only
	[[Image:~~LearningCondition~~.jpg]]		[[Image:LearningCondition2.jpg]]
	*Production with automated feedback, production only, vs. no production		*Production with automated feedback, production only, vs. no production
	*Early integration vs. late integration		*Early integration vs. late integration

Qguan: /* Independent variables */

2008-03-12T15:54:44Z

Independent variables

← Older revision		Revision as of 15:54, 12 March 2008
Line 37:		Line 37:
	== Independent variables ==		== Independent variables ==
	*Integration of reading and writing vs. reading only		*Integration of reading and writing vs. reading only
	[[Image:~~Writing.jpg]]~~		[[Image:LearningCondition.jpg]]
	~~[[Image:Reading~~.jpg]]
	*Production with automated feedback, production only, vs. no production		*Production with automated feedback, production only, vs. no production
	*Early integration vs. late integration		*Early integration vs. late integration