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

Hong Kong SAR, China
Morphological awareness is awareness of and access to the meaning structure of language.
Chinese has important linguistic features, including many homophones and an analytic structure,
that requires morphological awareness for reading. The semantic radical, a key feature of the
Chinese orthography, also makes explicit meaning aspects of the writing in a way that alphabets
may not. I present three studies that demonstrate the unique variance predicted by measures of
morphological awareness for Chinese character recognition in kindergartners and second graders
in Hong Kong and Beijing and for reading comprehension among Hong Kong third graders.
Across studies, measures of morphological awareness were among the strongest predictors of
reading.
4061.5 Reading and writing in Hebrew among 4-6 year olds, I. Levin 1 , O. Jamui 1 , L. Peled 1 , L.
Ehri 2 , 1 Tel Aviv University, Tel Aviv, Israel; 2 City University of New York, New York, USA
Children's early steps in reading and writing were analyzed with respect to peers' names. Three
strategies emerged in name recognition, in line with Ehri's model: contextual, visuo-graphic and
alphabetic. Five strategies emerged in name spelling, in line with Levin's model: refusals,
pseudo-letters, random letters, phonetic spelling and orthographic spelling. Reading and writing
were correlated: The child's strategy of name recognition was connected to his/her spelling of
names. Moreover, reading and writing were mostly connected to alphabetic skills: letter naming,
phonological awareness, grapho-phonemic mapping, as well as to vocabulary. The role of
alphabetic skills was thus illuminated prior to schooling.
4061.6 Subtypes of Chinese developmental dyslexia, S. Wu 1 , H. Shu 1 , Y.R. Liu 2 , 1 Beijing
Normal University, Beijing; 2 Education and study center of Shunyi district, Beijing, China
By more than one hundred year’s studies, researchers gain more and more support for the view
that developmental dyslexics do not form a homogenous population Around a phonological core,
subtypes of developmental dyslexia show variability in linguistic and non-linguistic tasks. Given
to the great influence of orthography to manifestations of dyslexia, We gave Chinese dyslexia all
kinds of linguistic and non-linguistic tasks, and got a quite different result from alphabetic one.
Instead of phonological core deficit, Morphological deficit seems a predominant deficit to Chinese
dyslexia. Around it, different subtypes may show some variability in other tasks.
4062 INVITED SYMPOSIUM
Cultural influence on cognition
Convener and Chair: G. Lüer, Germany
4062.1 Culture is a shared cognition: The example of the development of children’s spatial
representations, B. Troadec, Université de Toulouse-Le Mirail, Toulouse, France
From a constructivist point of view, the development of children’s knowledge consists of the
progressive elaboration of different kinds of shared cognition produced by communication with
others within everyday activities. This shared cognition defines a particular culture. But,
psychologist’s knowledge about children’s cognitive development is also a shared cognition
produced by communication with others (for instance, in this Congress). So, psychologist’s culture
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