Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： The oral vocabulary knowledge is a crucial factor for language development and school success for children, and develops rapidly in childhood. The present study was aimed to extend our current understanding of oral vocabulary knowledge development, at first by examining its growth from grades 1 to 3. Based on such findings, further question was asked about how to explain the individual differences in the growth rate of oral vocabulary acquisition. Therefore, the current research also investigated the additive effects of family socioeconomic status (SES), children’s phonological awareness, homograph awareness and compounding awareness on initial levels and growth rate in oral vocabulary knowledge. Participants were 149 children in grade one, who were followed up for three years from grade one entering to grade three. They were assessed on phonological awareness, homograph awareness, and compounding awareness at Time 1, oral vocabulary knowledge from Time 1 to Time 5. Family socioeconomic status was obtained from parents of these children. Latent growth modeling was conducted to examine: (1) children’s initial levels and growth rate in oral vocabulary knowledge over time; and (2) the predictive effects of family SES, phonological awareness, homograph awareness, and compounding awareness on both initial levels and growth rate in oral vocabulary knowledge. Unconditional latent growth modeling analyses revealed that children’s oral vocabulary knowledge increased in a non-linear trajectory during the follow-up period. In specific, (1) children showed individual differences in the initial levels and growth rate in oral vocabulary knowledge. (2) the initial level of oral vocabulary knowledge was not related to later growth rate. Conditional latent growth modeling was examined with family SES, phonological awareness, homograph awareness, and compounding awareness as time-invariant predictors on both initial levels and growth rate in oral vocabulary knowledge. It was found that (1) children who have higher level of phonological awareness, homograph awareness, and compounding awareness had higher initial levels of oral vocabulary knowledge than others did (β = 0.15, p < 0.05; β = 0.28, p < 0.001; β = 0.20, p < 0.05, respectively); (2) Family SES significantly predicted the initial levels of oral vocabulary knowledge (β = 0.35, p < 0.001); (3) Growth rate in oral vocabulary knowledge was predicted significantly by family SES (β = 0.26, p < 0.05) and children’s homograph awareness (β = 0.30, p < 0.01), respectively. The present findings have an important role in elucidating developmental changes of children’s oral vocabulary knowledge. It also highlights the predictive role of family SES, phonological awareness, homograph awareness, and compounding awareness in oral vocabulary development. More importantly, in the consideration of our findings that family SES and homograph awareness at Time 1 could predict growth rate in children’s oral vocabulary knowledge from T1 to T5. To improve the oral vocabulary knowledge for children, teachers need to pay special attention to children’s homograph awareness.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Evidences accumulated in the past decades have documented that reading-related cognitive skills, such as phonological awareness, rapid automatized naming and morphological awareness, play an importance role on Chinese children’s language and literacy development. The characteristics of Chinese, including its relatively simple phonological system, the almost perfectly consistent one to one to one correspondences among morpheme, character, and syllable, the predominant compounding structure of words, the great number of homophones and homographs, all make morphological awareness salient for Chinese literacy development. The structure of morphological awareness varies in different language systems. The comprehensive model of Chinese morphological awareness assumes three components: compounding awareness, homophone awareness, and homograph awareness. Studies on the development of Chinese reading suggested that the morphological awareness is more important for reading comprehension than both phonological awareness and rapid automatized naming. However, the mechanism underlying this phenonenon remains less clear. This longitudinal study examined the developmental relationship between morphological awareness and reading comprehension. A two-year and four-wave cross-lagged design was used with a sample of 149 Chinese children (80 male and 69 female). We measured children’s morphological awareness from T1 to T4, word reading fluency and reading comprehension from T2 to T4. In addition, we also measured the general cognitive ability, phonological awareness, and rapid automatized naming at T1 as control measures. A longitudinal cross-lagged panel model was conducted to investigate the role of morphological awareness in the reading comprehension and whether word reading fluency would mediate the association between morphological awareness and reading comprehension, when controlling for general cognitive ability, phonological awareness, rapid automatized naming at T1, and the auto-regression. The present results showed that (1) the morphological awareness (compounding awareness, homophone awareness, and homograph awareness), word reading fluency, and reading comprehension increased with time. (2) The cross-lagged paths from the morphological awareness at T1 to reading comprehension at T2 (standardized β = 0.24, p < 0.01), from the morphological awareness at T2 to the reading comprehension at T3 (standardized β = 0.25, p < 0.01), from the morphological awareness at T3 to the reading comprehension at T4 (standardized β = 0.26, p < 0.01), were significant, even after controlling for the general cognitive ability, phonological awareness, rapid automatized naming at T1, and the auto-regressive effect of reading comprehension. (3) The morphological awareness at T1 made significant indirect contributions to the reading comprehension at T3 via word reading at T2 (standardized β = 0.16, 95% CI [0.04, 0.29]) in addition to a significant direct contribution (β = 0.22, p < 0.05) after controlling the auto-regressive effect of reading comprehension and the reading-related skills among Chinese children. The results demonstrated the important role of morphological awareness in reading comprehension and the mechanism of the relationship between morphological awareness and reading comprehension among Chinese young children. Specifically, there is a positive longitudinal effect of morphological awareness on reading comprehension over and above continuity. In addition, it revealed significant indirect effects of morphological awareness on the reading comprehension via the word reading fluency. According to Automatic Theory in reading, most cognitive resources are spent on higher-level skills, such as drawing inferences and comprehension, if the processing of sub-skills became automatic. Possibly, children’s morphological awareness facilitates the accurate retrieval and integration of word meaning, and thereby influencs the reading comprehension. The currrent findings extend our understanding of the relationship between morphological awareness and reading comprehension.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Character recognition and dictation are two important skills for literacy at the word level. Because Chinese is a logographic script and characters are visually complex, reading and spelling character are more difficult than learning alphabet language. The development of character recognition and dictation in Chinese has unique characteristics. Many cross-sectional researches investigated how morphological awareness contributed to logographic and alphabet language learning, and its influence on the development of character recognition and dictation. However, few studies explored the relationship between morphological awareness and the development of character recognition and dictation over time. The present four-wave longitudinal research was conducted in two Mandarin Chinese primary schools for two years, with a sample consisting of 127 first grade students. A battery of measures, including nonverbal IQ, phonological awareness, orthographic awareness, morphological awareness (homophone awareness, compound word production) were administered in order to investigate the influential factors of character recognition and dictation development in children. The analysis included an unconditional latent growth model to examine the growth trajectory of character recognition and dictation, and a conditional latent growth model to examine the contribution of morphological awareness to the growth of character recognition and dictation. The results of the unconditional latent growth model showed that: (1) the developmental trajectory of character recognition showed linear growth it grew at a constant speed. The developmental trajectory of dictation showed non-linear growth, and the growth took place at a fast pace in the beginning and at a slower pace in the latter half of the development trend. Instead of Matthew effect, a compensation effect existed in both character recognition and dictation development, and the standardized correlation coefficients of intercept and slope for character recognition was -0.33 significantly, and for dictation was -0.89 significantly. (2) Homophone awareness and compound word production predicted significantly the children’s initial level (β = 0.40, p < 0.001; β = 0.14, p < 0.05 respectively) and the growth rate of character recognition (β = 0.28, p < 0.001; β = 0.25, p < 0.001 respectively), but not the growth rate in dictation. These results suggest that the growth trajectories were different for character recognition and dictation, and the later growth rates of character recognition and dictation were not decided by initial growth levels. The role of morphological awareness was more significant on the development of character recognition than on the development of dictation from Grade 1 to Grade 2.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Delay discounting occurs when, compared to current or recent benefits (or losses), people give future benefits (or losses) less weight and choose current or recent benefits (or losses). Delay discounting is an important research direction in the field of decision-making. Based on the Appraisal-Tendency Framework, the present study aimed to examine how anger influences an individual’s delay discounting and then explore the underlying mechanism of the effect of anger on delay discounting.The key hypotheses--that anger would influence delay discounting and that certainty and control appraisal tendencies would drive this effect--were tested across three experiments. Experiment 1 investigated the effect of anger on delay gratification. In Experiments 2a and 2b, an experimental-causal-chain design was used to test (a) whether anger increases certainty-control relative to fear and neutral feelings, and (b) whether experiencing certainty-control increases one’s delay gratification. In Experiment 3, a measurement-of-mediation design was used to test whether feelings of certainty-control stemming from anger predicted delay gratification. Simultaneously, we explored whether positive emotions associated with certainty-control produced increases in delay gratification. The focus was on pleasure as a positive, certainty-control-associated emotion.In Experiment 1, the results showed that compared with fear and neutral participants, angry participants were more likely to choose large and delayed rewards. In Experiment 2a, the results showed that compared with fear and neural participants, angry participants were more likely to experience certainty-control feelings. Then, in Experiment 2b, the results showed that compared with low certainty-control participants, high certainty-control participants were more likely to choose large and delayed rewards. In Experiment 3, the results showed that compared with fear and neutral participants, angry and pleasant participants experienced more certainty-control feelings and were more likely to choose large and delayed rewards. Furthermore, the mediation analysis showed that certainty-control feelings played a complete mediating role in the effect of anger and pleasure on delay discounting. Converging evidence from the three experiments indicated that incidental anger can influence delay discounting. Compared with fear and neutral feelings, those experiencing anger were more likely to choose larger and delayed rewards (Experiment 1). Importantly, these two experiments provide direct process evidence by showing that the certainty and control appraisal tendencies triggered by anger may underlie its delay gratification-enhancing effects (Experiments 2 and Experiment 3). Furthermore, experiencing certainty- control-associated emotions (i.e., anger and pleasure), regardless of valence, increased to the likelihood that individuals would choose larger and delayed rewards (Experiment 3). The current research supports the hypotheses that anger increases delay gratification and that certainty and control appraisal tendencies drive this effect. These findings have important implications for understanding the mechanism underlying the effect of specific negative emotions on intertemporal choice.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Oral language serves as the foundation for reading development. A growing body of studies has pointed to the close connection between children’s oral vocabulary knowledge and their reading abilities. To advance reading research and literacy education, it is vital to clarify the developmental trajectory of oral vocabulary knowledge in relation to reading abilities over children’s reading development. However, most existing research on this topic focused on either the starting point or the product of children’s oral vocabulary knowledge, instead of the developmental trajectory over an extended period of time. To fill in this gap, the present study sought to reveal the developmental trajectory of oral vocabulary knowledge and its association with reading abilities among Chinese children across elementary grades. This work recruited 149 Mandarin-Chinese-speaking, typically developing children from Mainland China, and they were followed up for six years from Grades 1 to 6. All participants were tested on a battery of reading-related tests for eight times (Time 1 to Time 8), and 117 children completed all tests from T1 to T8, thus in the final pool. Five testing time points had a 6-month interval (Time 1 to Time 5 were from the Fall semester of Grade 1 to the Fall semester of Grade3), and the subsequent three time points had a one-year interval (T6 to T8 were in the Fall semester from Grades 4 to 6). Children were assessed on their non-verbal IQ, phonological awareness (PA), morphological awareness (MA), orthographical awareness (OA), and rapid automatized naming (RAN) at Time 1, oral vocabulary knowledge from Time 1 to Time 8, and reading accuracy, reading fluency and reading comprehension at Time 8. Latent growth modeling was conducted to examine: (1) the developmental trajectory of children’s oral vocabulary knowledge over time and (2) the predictive effects of the initial level (Time 1) and growth rates (Times 1-8) of oral vocabulary knowledge on reading accuracy, reading fluency, and reading comprehension at Time 8 while controlling for IQ, PA, MA, OA, and RAN measured at Time 1. Children’s oral vocabulary knowledge appeared to improve significantly, consistently over grades, and children’s initial levels of oral vocabulary knowledge did not seem to be linked to their growth rates over the years. The results of the conditional latent growth modeling showed that oral vocabulary knowledge made a significant, direct contribution to reading abilities, reading accuracy (initial status: B = 0.35, p < 0.001; growth rates: B = 0.40, p < 0.001), reading fluency (initial status: B = 0.23, p = 0.037; growth rates: B = 0.27, p = 0.003), and reading comprehension (initial status: B = 0.39, p < 0.001; growth rates: B = 0.48, p < 0.001). Overall, initial status and growth rates of oral vocabulary knowledge were stronger predictors of reading accuracy and reading comprehension than that of reading fluency, and the growth rate was a stronger predictor of reading abilities than the initial status. Our findings elucidate the developmental changes in children’s oral vocabulary knowledge, as well as clarify their unique, significant predictive power of reading abilities (reading accuracy, reading fluency, and reading comprehension) in Chinese children from Grades 1 to 6. The findings shed light on the necessity of providing vocabulary learning opportunities for primary school children over their reading development.
Subjects: Psychology >> Educational Psychology submitted time 2023-03-01
Abstract： Oral language serves as the foundation for reading development. A growing body of studies has pointed to the close connection between children’s oral vocabulary knowledge and their reading abilities. To advance reading research and literacy education, it is vital to clarify the developmental trajectory of oral vocabulary knowledge in relation to reading abilities over children’s reading development. However, most existing research on this topic focused on either the starting point or the product of children’s oral vocabulary knowledge, instead of the developmental trajectory over an extended period of time. To fill in this gap, the present study sought to reveal the developmental trajectory of oral vocabulary knowledge and its association with reading abilities among Chinese children across elementary grades. This work recruited 149 Mandarin-Chinese-speaking, typically developing children from Mainland China, and they were followed up for six years from Grades 1 to 6. All participants were tested on a battery of reading-related tests for eight times (Time 1 to Time 8), and 117 children completed all tests from T1 to T8, thus in the final pool. Five testing time points had a 6-month interval (Time 1 to Time 5 were from the Fall semester of Grade 1 to the Fall semester of Grade3), and the subsequent three time points had a one-year interval (T6 to T8 were in the Fall semester from Grades 4 to 6). Children were assessed on their non-verbal IQ, phonological awareness (PA), morphological awareness (MA), orthographical awareness (OA), and rapid automatized naming (RAN) at Time 1, oral vocabulary knowledge from Time 1 to Time 8, and reading accuracy, reading fluency and reading comprehension at Time 8. Latent growth modeling was conducted to examine: (1) the developmental trajectory of children’s oral vocabulary knowledge over time and (2) the predictive effects of the initial level (Time 1) and growth rates (Times 1-8) of oral vocabulary knowledge on reading accuracy, reading fluency, and reading comprehension at Time 8 while controlling for IQ, PA, MA, OA, and RAN measured at Time 1. Children’s oral vocabulary knowledge appeared to improve significantly, consistently over grades, and children’s initial levels of oral vocabulary knowledge did not seem to be linked to their growth rates over the years. The results of the conditional latent growth modeling showed that oral vocabulary knowledge made a significant, direct contribution to reading abilities, reading accuracy (initial status: B = 0.35, p < 0.001; growth rates: B = 0.40, p < 0.001), reading fluency (initial status: B = 0.23, p = 0.037; growth rates: B = 0.27, p = 0.003), and reading comprehension (initial status: B = 0.39, p < 0.001; growth rates: B = 0.48, p < 0.001). Overall, initial status and growth rates of oral vocabulary knowledge were stronger predictors of reading accuracy and reading comprehension than that of reading fluency, and the growth rate was a stronger predictor of reading abilities than the initial status. Our findings elucidate the developmental changes in children’s oral vocabulary knowledge, as well as clarify their unique, significant predictive power of reading abilities (reading accuracy, reading fluency, and reading comprehension) in Chinese children from Grades 1 to 6. The findings shed light on the necessity of providing vocabulary learning opportunities for primary school children over their reading development.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Social Psychology submitted time 2021-01-21
Abstract： "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Educational Psychology submitted time 2020-02-13
Abstract： " Abstract: Character recognition and dictation are two important skills for literacy at the word level. Because Chinese is a logographic script and characters are visually complex, reading and spelling character are more difficult than learning alphabet language. The development of character recognition and dictation in Chinese has unique characteristics. Many cross-sectional researches investigated how morphological awareness contributed to logographic and alphabet language learning, and its influence on the development of character recognition and dictation. However, few studies explored the relationship between morphological awareness and the development of character recognition and dictation over time. The present four-wave longitudinal research was conducted in two Mandarin Chinese primary schools for two years, with a sample consisting of 127 first grader students. A battery of measures, including nonverbal IQ, phonological awareness, orthographic awareness, morphological awareness (homophone awareness, compound word production) were administered in order to investigate the influential factors of character recognition and dictation development in children. The analysis included an unconditional latent growth model to examine the growth trajectory of character recognition and dictation, and a conditional latent growth model to examine the contribution of morphological awareness to the growth of character recognition and dictation The results of the unconditional latent growth model showed that: (1) the developmental trajectory of character recognition showed linear growth it grew at a constant speed. The developmental trajectory of dictation showed non-linear growth, and the growth took place at a fast pace in the beginning and at a slower pace in the latter half of the development trend. Instead of Matthew effect, a compensation effect existed in both character recognition and dictation development, and the standardized correlation coefficients of intercept and slope for character recognition was -0.33 significantly, and for dictation was -0.89 significantly. (2) Homophone awareness and compound word production predicted significantly the children’s initial level(β=0.40, p＜0.001; β=0.14, p＜0.05 respectively) and the growth rate of character recognition (β=0.28, p＜0.001; β=0.25, p＜0.001 respectively), but not the growth rate in dictation. These results suggest that the growth trajectories were different for character recognition and dictation, and the later growth rates of character recognition and dictation were not decided by initial growth levels. The role of morphological awareness was more significant on the development of character recognition than on the development of dictation from Grade 1 to Grade 2.
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