How do metalinguistic awareness, working memory, reasoning, and inhibition contribute to Chinese character reading of kindergarten children?

2019 ◽  
Vol 28 (3) ◽  
pp. e2122 ◽  
Author(s):  
Xiujie Yang ◽  
Peng Peng ◽  
Xiangzhi Meng
Keyword(s):  
Working Memory ◽  
Chinese Character ◽  
Kindergarten Children ◽  
Metalinguistic Awareness ◽  
Character Reading

Time-Based Measures of Monitoring in Association With Executive Functions in Kindergarten Children

2020 ◽  
Vol 228 (4) ◽  
pp. 244-253 ◽  
Author(s):  
Sonja Kälin ◽  
Claudia M. Roebers
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Processes ◽  
Higher Order ◽  
Kindergarten Children ◽  
Metacognitive Monitoring

Abstract. Repeatedly, the notion has been put forward that metacognition (MC) and executive functions (EF) share common grounds, as both describe higher order cognitive processes and involve monitoring. However, only few studies addressed this issue empirically and so far their findings are rather inconsistent. Addressing the question whether measurement differences may in part be responsible for the mixed results, the current study included explicitly reported as well as time-based measures of metacognitive monitoring and related them to EF. A total of 202 children aged 4–6 years were assessed in terms of EF (inhibition, working memory, shifting) and monitoring. While there was no significant link between explicitly reported confidence and EF, latencies of monitoring judgments were significantly related to time- and accuracy-based measures of EF. Our findings support the association between EF and MC and the assumption that better inhibition abilities help children to engage in more thorough monitoring.

scholarly journals Attentional Fluctuations, Cognitive Flexibility, and Bilingualism in Kindergarteners

2019 ◽  
Vol 9 (5) ◽  
pp. 58 ◽  
Author(s):  
Stephanie L. Haft ◽  
Olga Kepinska ◽  
Jocelyn N. Caballero ◽  
Manuel Carreiras ◽  
Fumiko Hoeft
Keyword(s):  
Working Memory ◽  
Cognitive Flexibility ◽  
Attentional Control ◽  
Kindergarten Children ◽  
Prior Work ◽  
Bilingual Advantage ◽  
Memory And Attention ◽  
Confounding Variables ◽  
Prior Literature ◽  
The Relationship

The idea of a bilingual advantage in aspects of cognitive control—including cognitive flexibility, inhibition, working memory, and attention—is disputed. Using a sample of kindergarten children, the present study investigated associations between bilingualism and cognitive flexibility—a relationship that has shown mixed findings in prior literature. We also extend prior work by exploring relationships between bilingualism and attentional fluctuations, which represent consistency in attentional control and contribute to cognitive performance. To our knowledge, no previous study has explored this association. Theoretically, attentional fluctuations might mediate or moderate the relationship between bilingualism and cognitive flexibility. However, given evidence of null findings from extant literature when confounding variables are adequately controlled and tasks are standardized, we did not expect to find a bilingual advantage in either cognitive flexibility or attentional fluctuations. Our results supported this hypothesis when considering bilingualism both continuously and categorically. The importance of expanding upon mechanistic accounts connecting bilingualism to cognitive improvements is discussed.

Training working memory in kindergarten children: Effects on working memory and early numeracy

2012 ◽  
Vol 20 (1) ◽  
pp. 23-37 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Jaccoline E. van ’t Noordende ◽  
Meijke E. Kolkman
Keyword(s):  
Working Memory ◽  
Kindergarten Children ◽  
Early Numeracy

scholarly journals Selective transfer of visual working memory training on Chinese character learning

2014 ◽  
Vol 53 ◽  
pp. 1-11 ◽  
Author(s):  
Bertram Opitz ◽  
Julia A. Schneiders ◽  
Christoph M. Krick ◽  
Axel Mecklinger
Keyword(s):  
Working Memory ◽  
Visual Working Memory ◽  
Chinese Character ◽  
Working Memory Training ◽  
Memory Training ◽  
Selective Transfer

scholarly journals The role of phonological and orthographic awareness in learning to read among Grade 1 and 2 students in Taiwan

2017 ◽  
Vol 39 (1) ◽  
pp. 117-143 ◽  
Author(s):  
CHUNG-HUI HSUAN ◽  
HENRY J. TSAI ◽  
RHONA STAINTHORP
Keyword(s):  
Phonological Awareness ◽  
Chinese Character ◽  
Orthographic Awareness ◽  
Learning To Read ◽  
Mapping Strategy ◽  
Character Reading ◽  
Structure Knowledge ◽  
Correspondence Rules ◽  
Character Mapping

ABSTRACTThe role of phonological and orthographic awareness on Chinese character reading from Grade 1 to 2 was investigated with 112 Taiwanese children. Phonological awareness (onset, rime, and tone), rudimentary orthographic awareness (character configuration and structure knowledge), and character reading were assessed in each grade. The strategy of learning to read novel characters using regular or sophisticated orthography-to-phonology correspondence rules or character mapping was tested in Grade 2. Our results suggested that (a) phonological and orthographic awarenesses are important in Grade 1, and tone awareness in Grade 1 uniquely predicts character reading in Grade 2; and (b) the use of sophisticated orthography-to-phonology correspondence rules and mapping strategy are crucial for character reading in Grades 1 and 2. In addition, phonological and rudimentary orthographic awarenesses are important for using sophisticated orthographic strategy when learning to read novel characters.

Sign in / Sign up

Export Citation Format

Share Document