Effects of first language and phonological accessibility on Kanji recognition

Modern Language Journal

Volumn 82, Issue 1, 1998, Pages 69-82

  Mori, Yoshiko ^a  

^a GEORGETOWN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0012794608     PISSN: 00267902     EISSN: 15404781     Source Type: Journal    
DOI: 10.1111/j.1540-4781.1998.tb02595.x     Document Type: Article

References (67)

1. Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newark, DE: International Reading Association.
2. Baddeley, A. D. (1981). The concept of working memory: A view of its current state and probable future development. Cognition, 10, 17-23.
3. Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. A. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47-89). New York: Academic Press.
4. Besner, D., & Hildebrandt, N. (1987). Orthographic and phonological codes in the oral reading of Japanese Kana. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 335-343.
5. Chao, Y.-R. (1968). Language and symbolic systems. Cambridge: Cambridge University Press.
6. Cheng, C.-M. (1992). Lexical access in Chinese: Evidence from automatic activation of phonological information. In H. C. Chen & O. J. L. Tzeng (Eds.), Language processing in Chinese (pp. 67-91). Amsterdam: Elsevier.
7. Chikamatsu, N. (1996). The effects of L1 orthography on L2 word recognition: A study of American and Chinese learners of Japanese. Studies in Second Language Acquisition, 18, 403-432.
8. Clancy, P. M. (1985). The acquisition of Japanese. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition (pp. 373-524). Hillsdale, NJ: Erlbaum.
9. Coder, S. P. (1974). The significance of learners' errors. InJ. C. Richard (Ed.), Error analysis: Perspectives on second language acquisition (pp. 19-27; bibliography, pp. 216-228). London: Longman.
10. Coulmas, F. (1992). The writing systems of the world. Oxford: Blackwell.
11. Fleming, K. K. (1993). Phonologically mediated priming in spoken and printed word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 272-284.
12. Flores d'Arcais, G. B. (1992). Graphemic, phonological, and semantic activation processes during the recognition of Chinese characters. In H. C. Chen & O. J. L. Tzeng (Eds.), Language processing in Chinese (pp. 37-66). Amsterdam: Elsevier.
13. Gass, M. S., & Selinker, L. (Eds.). (1983). Language transfer in language learning. Rowley, MA: Newbury House.
14. Gass, M. S., & Selinker, L. (Eds.). (1992). Language transfer in language learning. Amsterdam: John Benjamins.
15. Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. East Sussex, England: Erlbaum.
16. Hakuta, K. (1982). Interaction between particles and word order in the comprehension and production of simple sentences in Japanese children. Developmental Psychology, 18, 62-76.
17. Haynes, M. (1993). Patterns and perils of guessing in second language reading. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary acquisition (pp. 46-64). Norwood, NJ: Ablex.
18. Kellerman, E. (1983). Now you see it, now you don't. In S. Gass, & L. Selinker (Eds.), Language transfer in language learning (pp. 112-134). Rowley, MA: Newbury House.
19. Kimura, Y. (1984). Concurrent vocal interference: Its effects on Kana and Kanji. Quarterly Journal of Experimental Psychology, 36, 117-131.
20. Kleiman, G. M., (1975). Speech recoding in reading. Journal of Verbal Learning and Verbal Behavior, 14, 323-340.
21. Koda, K. (1988). Cognitive process in second language reading: Transfer of L1 reading skills and strategies. Second Language Research, 4, 135-156.
22. Koda, K. (1989). Effects of L1 orthographic representation on L2 phonological coding strategies. Journal of Psycholinguistic Research, 18, 201-222.
23. Koda, K. (1990). The use of L1 reading strategies in L2 reading: Effects of L1 orthographic structures on L2 phonological recoding strategies. Studies in Second Language Acquisition, 12, 393-410.
24. Koda, K. (1992). The effects of lower-level processing skills on FL reading performance: Implications for instruction. Modern Language Journal, 76, 502-512.
25. Kuhara-Kojima, K., Hatano, G., Saito, H., & Haebara, T. (1996). Vocalization latencies of skilled and less skilled comprehenders for words written in hiragana and kanji. Reading Research Quarterly, 31, 158-171.
26. Lee, S. (1970). The origin of Korean Alphabet "Hangul." In S. Lee (Ed.), A history of Korean alphabet and movable types (pp. 5-15). Seoul, Korea: Ministry of Culture and Information.
27. Lesch, F. M., & Pollastek, A. (1993). Automatic access of semantic information by phonological codes in visual word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 285-294.
28. Levy, B. A. (1975). Vocalization and suppression effects in sentence memory. Journal of Verbal Learning and Verbal Behavior, 14, 304-316.
29. Lukatela, G., & Turvey, M. T. (1991). Phonological access of the lexicon: Evidence from associative priming with pseudohomophones. Journal of Experimental Psychology: Human Perception and Performance, 77, 951-966.
30. Makita, K. (1968). The rarity of reading disability in Japanese children. American Journal of Orthopsychiatry, 38, 599-614.
31. Mann, V. A. (1986). Phonological awareness: The role of reading experience. Cognition, 24, 65-92.
32. McClelland, L. J., & Rumelhart, E. D. (1981). An interactive activation model of context effects in letter perception: Part 1. An account of basic findings. Psychological Review, 88, 375-407.
33. McCutchen, D., & Perfetti, C. A. (1982). The visual tongue-twister effect: Phonological activation in silent reading. Journal of Verbal Learning and Verbal Behavior, 21, 672-687.
34. Paradis, M., Hagiwara, H., & Hildebrandt, N. (1985). Neurolinguistic aspects of the Japanese writing system. Orlando, FL: Academic Press.
35. Perfetti, C. A., Zhang, S., & Berent, I. (1992). Reading in English and Chinese: Evidence for a "universal" phonological principal. In R. Frost & L. Katz (Eds.), Orthography, phonology, morphology, and meaning (pp. 227-248). Amsterdam: Elsevier.
36. Perfetti, C. A., & Zhang, S. (1991). Phonological processes in reading Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 633-643.
37. Perfetti, C. A., & Zhang, S. (1995). Very early phonological activation in Chinese reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 24-33.
38. Perfetti, C. A., Bell, L. C., & Delaney, S. M. (1988). Automatic (prelexical) phonetic activation in silent word reading: Evidence from backward masking. Journal of Memory and Language, 27, 59-70.
39. Read, C., Zhang, Y., Nie, H., & Ding, B. (1986). The ability to manipulate speech sounds depends on knowing alphabetic spelling. Cognition, 24, 31-44.
40. Sasanuma, S. (1975). Kana and kanji processing in Japanese aphasies. Brain and Language, 2, 369-383.
41. Schachter, J. (1974). An error in error analysis. Language Learning, 24, 205-214.
42. Schachter, J. (1992). A new account of language transfer. In S. Gass & L. Selinker (Eds.), Language transfer in language learning (pp. 32-46). Amsterdam: John Benjamins.
43. Segalowitz, N., & Hebert, M. (1990). Phonological recoding in the first and second language reading of skilled bilinguals. Language Learning, 40, 503-538.
44. Seidenberg, M. S. (1985). The time course of phonological code activation in two writing systems. Cognition, 19, 1-30.
45. Seidenberg, M. S. (1990). Lexical access: Another theoretical soapstone? In D. A. Balota, G. B. Flores d'Arcais, & K. Rayner (Eds.), Comprehension processes in reading (pp. 33-71). Hillsdale, NJ: Erlbaum.
46. Seidenberg, M. S. (1992). Visual word recognition and pronunciation: A computational model and its implications. In W. Marslen-Wilson (Ed.), Lexical representation and process (pp. 25-74). Cambridge, MA: MIT Press.
47. Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of visual word recognition and naming. Psychological Review, 96, 523-568.
48. Seidenberg, M. S., Waters, S. G., Barnes, A. M., & Tanenhaus, K. M. (1984). When does irregular spelling of pronunciation influence word recognition? Journal of Verbal Learning and Verbal Behavior, 23, 383-404.
49. Simamura, A. P. (1987). Word comprehension and naming: An analysis of English and Japanese orthographies. American Journal of Psychology, 100, 15-40.
50. Slobin, I. D. (1985). Introduction: Why study acquisition crosslinguistically? In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition (pp. 3-24). Hillsdale, NJ: Erlbaum.
51. Slowiaczek, M. L., & Clifton, Jr., C. (1980). Subvocalization and reading for meaning. Journal of Verbal Learning and Verbal Behavior, 19, 573-582.
52. Stanovich, K. E. (1982). Word recognition skill and reading ability. In M. H. Singer (Ed.), Competent reader, disabled reader: Research and application (pp. 81-102). Hillsdale, NJ: Erlbaum.
53. Stanovich, K. E. (1991). Changing models of reading and reading acquisition. In L. Rieben & C. H. Perfetti (Eds.), Learning to read: Basic research and its implications (pp. 19-32). Hillsdale, NJ: Erlbaum.
54. Tzeng, O. J. L., Hung, D. L., & Wang, W. S.-Y. (1977). Speech recoding in reading Chinese characters. Journal of Experimental Psychology: Human Learning and Memory, 3, 621-630.
55. Tzeng, O. J. L., & Wang, W. S.-Y. (1983). The first two R's: The way different languages reduce speech to script affects how visual information is processed in the brain. American Scientist, 71, 238-243.
56. Vallar, G., & Baddeley, A. D. (1984). Fractionation of working memory: Neuropsychological evidence for a phonological short-term store. Journal of Verbal Learning and Verbal Behavior, 23, 151-161.
57. Van Orden, C. G. (1987). A ROWS is a ROSE: Spelling, sound, and reading. Memory & Cognition, 15, 181-198.
58. Van Orden, C. G. (1991). Phonologic mediation is fundamental to reading. In D. Besner & G. W. Humphreys (Eds.), Basic processing in reading: Visual word recognition (pp. 77-103). Hillsdale, NJ: Erlbaum.
59. Van Orden, C. G., Johnston, C. J., & Hale, L. B. (1988). Word identification in reading proceeds from spelling to sound to meaning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 371-386.
60. Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 2, 192-212.
61. Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K., & Rashotte, A. C. (1993). Development of young readers' phonological processing abilities. Journal of Educational Psychology, 85, 83-103.
62. Waters, S. G., & Seidenberg, S. M. (1985). Spelling-sound effects in reading: Time-course and decision criteria. Memory & Cognition, 13, 557-572.
63. Waters, S. G., Seidenberg, S. M., & Bruck, M. (1984). Children's and adults' use of spelling-sound information in three reading tasks. Memory & Cognition, 12, 293-305.
64. Wydell, T. N., Patterson, E. K., & Humphreys, W. G. (1993). Phonologically mediated access to meaning for Kanji: Is a Rows still a Rose in Japanese Kanji? Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 491-514.
65. Yamada, J., Mitarai Y., & Yoshida, T. (1991). Kanji words are easier to identify than Katakana wards. Psychological Research, 53, 136-141.
66. Zhang, G., & Simon, H. A. (1985). STM capacity for Chinese words and idioms: Chunking and acoustical loop hypotheses. Memory and Cognition, 13, 193-201.
67. Zhang, S., & Perfetti, C. A. (1993). The tongue-twister effect in reading Chinese. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 1082-1093.