Studies on Global and Partial Processing for Chinese Children with Dictation Difficulties

Abstract

Dictation difficulty refers to people who possess normal reading ability but poor dictation ability. Orthographic representation deficit of Chinese children with dictation difficulties might stem from backward in global processing, preferential effect in partial process or deficit in paired associative learning. However, there is a vacancy in this research field. Therefore, the current study aimed to examine features and preferences in both global and partial processing as well as their relationships. Participants are selected according to their scores on reading, dictation and intelligence text. By calculating discrepancies on reading and dictation scores, 22 dictation difficulties and 24 controls were chosen. Two 2 by 2 factor-designed experiments were conducted respectively. In experiment 1,a "+" was presented on screen for 500ms, followed by a target stimuli with a specific shape composited from small shapes last for 1000ms, then a probe stimuli, a global- or partial-changed version of the target was presented. Subjects were asked to judge which version was the probe stimulus. In Experiment 2, a "+" was presented on screen for 500ms, followed by a stimuli with a specific shape composited from small shapes last for 1000ms.Subjects were asked to whether the stilmli has a round as well as triangle shape. Both experiments recorded accuracy and reaction time. Both experiments reveal that Chinese dictation difficulties were significantly deficient in global processing, but excellent in partial processing. One possible explanation is that it is the preferential effect in partial processing that influences global processing. Further studies were expected to investigate this assumption.



Author Information
Tan Yaqian, School of Psychology, Beijing Normal University, China
Qi Tingting, School of Psychology, Beijing Normal University, China
Liu Xiangping, School of Psychology, Beijing Normal University, China

Paper Information
Conference: ECLL2015
Stream: Language education

This paper is part of the ECLL2015 Conference Proceedings (View)
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