The representation of Chinese phonograms and their radicals during the visual word recognition
Author:
Funder
National Social Science Late Project of China
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s11145-024-10538-3.pdf
Reference51 articles.
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2. Chen, Y. C., & Yeh, S. L. (2016). Examining radical position and function in Chinese character recognition using the repetition blindness paradigm. Language Cognition and Neuroscience, 32(1), 37–54. https://doi.org/10.1080/23273798.2016.1227856.
3. Cheng, C., Tang, J., Liang, X., Wang, Z., Rueckl, J. G., & Zhao, J. (2023). Division of labor between phonology and semantics during reading and spelling in Chinese children with developmental dyslexia. Reading and Writing. https://doi.org/10.1007/s11145-023-10430-6.
4. Chow, B. W. Y. (2018). The developmental transition from holistic to analytic character learning in child readers of Chinese. Learning and Individual Differences, 67, 126–131. https://doi.org/10.1016/j.lindif.2018.08.002.
5. Dang, M., Zhang, R., Wang, X., & Yang, J. (2019). The interaction between phonological and semantic processing in reading Chinese characters. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02748.
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