Inserting spaces into Chinese text helps readers to learn new words: an eye movement study

Blythe, Hazel I., Liang, F., Zang, C., Wang, J., Yan, G., Bai, X. and Liversedge, Simon P. (2012) Inserting spaces into Chinese text helps readers to learn new words: an eye movement study Journal of Memory and Language, 67, (2), pp. 241-254. (doi:10.1016/j.jml.2012.05.004).


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We examined whether inserting spaces between words in Chinese text would help children learn to read new vocabulary. We recorded adults’ and 7- to 10-year-old children’s eye movements as they read new 2-character words, each embedded in four explanatory sentences (the learning session). Participants were divided into learning subgroups – half read word spaced sentences, and half read unspaced sentences. In the test session participants read the new words again, each in one new sentence; here, all participants read unspaced text. In the learning session, participants in the spaced group read the new words more quickly than participants in the unspaced group. Further, children in the spaced group maintained this benefit in the test session (unspaced text). In relation to three different models of Chinese lexical identification, we argue that the spacing manipulation allowed the children to form either stronger connections between the two characters’ representations and the corresponding, novel word representation, or to form a more fully specified representation of the word itself.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1016/j.jml.2012.05.004
ISSNs: 0749-596X (print)
Keywords: chinese text, eye movements, reading, children
Organisations: Psychology
ePrint ID: 341793
Date :
Date Event
7 June 2012e-pub ahead of print
August 2012Published
Date Deposited: 06 Aug 2012 13:28
Last Modified: 17 Apr 2017 16:43
Further Information:Google Scholar

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