28th International Congress of Psychology August 8 ... - U-netSURF

with high creativity. 1047 middle school students were repeatedly administered a batter measuring,
including Thinking Style Inventory (based on Sternberg’s theory and inventory, revised by Wu and
Zhang, China) and Torrance’s Creative Test (revised by Ye, China). SEM (Structural Equation
Modeling) analysis approved that it was partially true. But the things were a little complex. The
authors investigated the influential factors and advanced a model.
5113 ORAL
Language, reading and communication
Chair: Fuxi Fang, China
5113.1 The effects of life cycle temporal order on biological text comprehension for fifth grade
students, Yuhtsuen Tzeng, Autumn Chen, National Chung Cheng University, Taiwan, China
Readers rely on time information to construct mental models during comprehension. This study
examined whether different orders of describing animal life cycles in biological texts would affect
comprehension. Participants either read normal biological texts which describes animals in the
typical order from birth to adulthood or read atypical versions which describes them in a
non-typical order starting from adulthood back to birth. The results showed that fifth grade
students comprehended better for reading normal life cycle sequences texts than for atypical
versions. This pattern validated the importance of temporal dimension for comprehension and
carried clear implications for science text writings.
5113.2 To reinforce self-confidence of the Chinese school children in learning English through
the creative use of mother tongue, Han De Liu, Xiao Yun Wu, Foreign Language Dept. Gannan
Teachers' College, China
In China, primary school children have limited exposure to English and their anxiety of losing
native language ego accelerates when forced to speak in English. This has been making English
learning very frightening to those young learners. This research focused on attending to the
children’s self-confidence by providing them with carefully-tuned “sandwiched” teaching contents
which contain some combinations of both the target and native language. This approach can not
only arouse more motivation, facilitate memory, but also assure young beginners more safety as
they are challenging to speak a new language.
5113.3 Development of lexical and conceptual representation in second language acquisition of
Chinese-English bilingual children, Shaoying Gong 1 , Fuxi Fang 2 , 1 Hunan Normal University,
China, 2 Institute of Psychology Chinese Academy of Sciences, China
The lexical and conceptual representation in bilingual memory was investigated with a translation
recognition task. The Chinese-English bilingual children and undergraduates with different
proficiency in English participated in the experiment. Response times in orthographically and
semantically related words were significantly longer than those unrelated words for all groups.
The results indicate that both conceptual and lexical links are formed in the second language (L2)
words, even for children beginners of L2. The less proficient bilingual children can conceptually
mediate L2 words. Part of the results did not support the hypothesis of hierarchical model of
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