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

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University of Illinois at Urbana-Champaign, IL, USA; Beijing Normal University, Beijing,
China
The presenter will describe a model of the psycholinguistic abilities that explains pinyin
proficiency and later Chinese literacy. Analysis of two large sets of data indicates that pinyin
proficiency strongly relates children’s later Chinese literacy competence. Early phonological
awareness does not directly predict later Chinese literacy competence, but it contributes to later
competence by influencing the development of pinyin proficiency. Children’s early morphological
awareness is directly related to later Chinese literacy competence.
3007.4 Identifying the causes of reading disability in Chinese: Clues from case studies of
poor readers, Q. Wang 1 , Y. He 2 , J. Gaffney 2 , W. Li 2 , L. Yin 2 , R. C. Anderson 2 , X. Wu 3 , J.
Zhang 3 , H. Li 3 , 1 University of Illinois at Urbana-Champaign, IL, USA; 2 University of Illinois at
Urbana, Champaign, IL, USA; 3 Beijing Normal University, Beijing, China
The causes of reading disability in Chinese were explored through case studies of two poor readers.
Data included assessments of cognitive capacities, phonological and morphological awareness,
facility with pinyin, character knowledge, vocabulary, fluency, and reading comprehension; videos
of the children’s oral reading and their response to classroom reading instruction; and interviews
with teachers and parents. During the first and second grade, the children received an experimental
literacy program involving explicit instruction in the structure of Chinese orthography and shared
reading of long, interesting stories written in rich, natural Chinese. Both children appeared to
benefit from explicit character instruction and shared reading; however, they still had poor fluency
and other shortcomings.
3008 INVITED SYMPOSIUM
Small group research in Scandinavia
Convener and Chair: K. Granström, Sweden
3008.1 Towards a new model of group development, S. Jern, Lund University, Lund, Sweden
Current models of group development assume that groups move from irrationality and inefficiency
to rationality and efficiency in sequential stages. This study questions the generality of the linear
progressive models, and presents an alternative model taking into account factors related to
formation, time, boundary management and contextual influence. Methods: Studies of natural
groups by group diaries analyzed by narrative methods. Results: The chosen factors are relevant
for the study of developmental patterns. The resulting model explains diverging results in research.
Conclusions: No model is generally valid. Developmental patterns depend on contextual factors
mediated by events during formation and later.
3008.2 Snap judgments and informed judgments of Big Five personality traits, P. Moxnes,
Norwegian School of Management, Sandvika, Norway
I will in this paper show that first impressions are not temporary but form the basis of lasting
impressions. This conjecture was tested on 570 business managers who attended a 7 month long
team development program. Within the first few minutes of their first meeting (in small groups of
maximum 11 persons) each manager rated the personality traits of the strangers along each of the
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