Is Hanja represented in the Korean mental lexicon?: Encoding cross-script semantic cohorts in the representation of Sino-Korean

Korean can be transcribed in two different scripts, one alphabetic (Hangul) and one logographic (Hanja). How does the mental lexicon represent the contributions of multiple scripts? Hangul’s highly transparent one-to-one relationship between spellings and sounds creates homophones in spoken Korean that are also homographs in Hangul, which can only be disambiguated through Hanja. We thus tested whether native speakers encoded the semantic contributions of the different Hanja characters sharing the same homographic form in Hangul in their mental representation of Sino-Korean. Is processing modulated by the number of available meanings, that is, the size of the semantic cohort? In two cross-modal lexical decision tasks with semantic priming,participants were presented with auditory primes that were either syllables (Experiment 1) or full Sino-Korean words (Experiment 2), followed by visual Sino-Korean full word targets. In Experiment 1, reaction times were not significantly modulated by the size of the semantic cohort. However, in Experiment 2, we observed significantly faster reaction times for targets preceded by primes with larger semantic cohorts. We discuss these findings in relation to the structure of the mental lexicon for bi-scriptal languages and the representation of semantic cohorts across different scripts.1. Introduction 2. Hanja and Hangul during processing 3. Experiment 1: Cross-modal fragment priming 3.1. Method 3.1.1. Participants 3.1.2. Materials and design 3.1.3. Procedure 3.2. Results 3.3. Discussion 4. Experiment 2: Cross-modal full word priming 4.1. Method 4.1.1. Participants 4.1.2. Materials and design 4.1.3. Procedure 4.2. Results 4.3. Discussion 5. General discussion 6. Conclusion

A Constrained Finite-State Morphotactics for Korean

PACLIC 19 / Taipei, taiwan / December 1-3, 200

Effects of Implicit and Explicit Focus on Form on L2 Acquisition of the English Passive

Learning a second language (L2) is essential in today’s globalized world. However, learners generally have low sensitivity to grammar, as L2 acquisition proceeds largely through functions. Thus, pedagogical assistance appears to be necessary to trigger learners’ attention to L2 grammar, but research shows no consensus on which type of instruction best promotes it. Moreover, few empirical studies have examined 'acquisition' of target constructions, which entails mappings between form, meaning, and function. To address this gap, the present study investigated the effects of implicit and explicit instruction on L2 acquisition of the English passive. The passive was chosen as the target construction due to the intricate mappings between form, meaning, and function encompassed in it. The study employed an experimental design including a pretest, immediate posttest, and delayed posttest, with five treatment sessions between the pretest and posttests. Participants were 99 Korean English-as-a-foreign-language (EFL) learners, randomly assigned to two experimental groups that received implicit or explicit instruction, respectively, or a control group. Implicit instruction comprised typographically enhanced passive constructions to increase perceptual saliency; explicit instruction comprised a grammar activity to raise the participants’ consciousness about the passive construction. Five measurement tasks were employed to examine any changes in the participants’ knowledge of, and ability to use, the passive: a grammaticality judgment task (GJT), a sentence pair task, a closed discourse completion task (DCT), and spoken and written production tasks. Results from quantitative and qualitative analyses of the data yielded three main findings. First, implicit instruction had a more significant, beneficial effect than explicit instruction on the overall mappings between the form, meaning, and function of the passive. Second, the difference appeared to be more salient for meaning and function, whereas both types of instruction had almost equal benefits for form; yet, the production tasks seemed to exhibit a greater score decrease as for meaning and function over time in both treatment conditions. Finally, each type of instruction had similar effects on the performance of high- and low-level learners. Overall, these findings suggest that both types of instruction are beneficial for L2 acquisition but implicit instruction is more effective than explicit instruction

The Development of Orthographic Knowledge: A Cognitive Neuroscience Investigation of Reading Skill

This investigation compared the effects of explicit letter-sound training to holistic word training on the development of word recognition in a novel orthography paradigm. In a between-subjects design, participants were trained to read spoken English words printed in the alphabet script of Korean Hangul. Training took place over four separate sessions with assessment measures conducted throughout. Compared to the holistic training, the component training condition resulted in significantly better transfer to novel word forms and retention of previously learned items. Furthermore, compared to component training, holistic training yielded greater sensitivity to frequency. Variability in the holistically trained condition revealed bimodal distribution of performance: a high and low performing subset. Functional MRI measured cortical responses to the training conditions. Imaging results revealed generally greater responses in the "reading network" overall for the explicit component-based training compared to holistic training, in particular, regions of the inferior and superior parietal gyri as well as the left precentral gyrus. In a comparison of readers within the holistic group, we found that readers who implicitly derived the sublexical patterns in the writing system activated more of the reading network than those who did not sufficiently acquire this knowledge. This latter group primarily activated ventral visual regions. We conclude that explicit training of sublexical components leads to optimal word recognition performance in alphabetic writing systems due to the redundant mechanisms of decoding and specific word form knowledge

Design of an Offline Handwriting Recognition System Tested on the Bangla and Korean Scripts

This dissertation presents a flexible and robust offline handwriting recognition system which is tested on the Bangla and Korean scripts. Offline handwriting recognition is one of the most challenging and yet to be solved problems in machine learning. While a few popular scripts (like Latin) have received a lot of attention, many other widely used scripts (like Bangla) have seen very little progress. Features such as connectedness and vowels structured as diacritics make it a challenging script to recognize. A simple and robust design for offline recognition is presented which not only works reliably, but also can be used for almost any alphabetic writing system. The framework has been rigorously tested for Bangla and demonstrated how it can be transformed to apply to other scripts through experiments on the Korean script whose two-dimensional arrangement of characters makes it a challenge to recognize. The base of this design is a character spotting network which detects the location of different script elements (such as characters, diacritics) from an unsegmented word image. A transcript is formed from the detected classes based on their corresponding location information. This is the first reported lexicon-free offline recognition system for Bangla and achieves a Character Recognition Accuracy (CRA) of 94.8%. This is also one of the most flexible architectures ever presented. Recognition of Korean was achieved with a 91.2% CRA. Also, a powerful technique of autonomous tagging was developed which can drastically reduce the effort of preparing a dataset for any script. The combination of the character spotting method and the autonomous tagging brings the entire offline recognition problem very close to a singular solution. Additionally, a database named the Boise State Bangla Handwriting Dataset was developed. This is one of the richest offline datasets currently available for Bangla and this has been made publicly accessible to accelerate the research progress. Many other tools were developed and experiments were conducted to more rigorously validate this framework by evaluating the method against external datasets (CMATERdb 1.1.1, Indic Word Dataset and REID2019: Early Indian Printed Documents). Offline handwriting recognition is an extremely promising technology and the outcome of this research moves the field significantly ahead

Script Effects as the Hidden Drive of the Mind, Cognition, and Culture

This open access volume reveals the hidden power of the script we read in and how it shapes and drives our minds, ways of thinking, and cultures. Expanding on the Linguistic Relativity Hypothesis (i.e., the idea that language affects the way we think), this volume proposes the “Script Relativity Hypothesis” (i.e., the idea that the script in which we read affects the way we think) by offering a unique perspective on the effect of script (alphabets, morphosyllabaries, or multi-scripts) on our attention, perception, and problem-solving. Once we become literate, fundamental changes occur in our brain circuitry to accommodate the new demand for resources. The powerful effects of literacy have been demonstrated by research on literate versus illiterate individuals, as well as cross-scriptal transfer, indicating that literate brain networks function differently, depending on the script being read. This book identifies the locus of differences between the Chinese, Japanese, and Koreans, and between the East and the West, as the neural underpinnings of literacy. To support the “Script Relativity Hypothesis”, it reviews a vast corpus of empirical studies, including anthropological accounts of human civilization, social psychology, cognitive psychology, neuropsychology, applied linguistics, second language studies, and cross-cultural communication. It also discusses the impact of reading from screens in the digital age, as well as the impact of bi-script or multi-script use, which is a growing trend around the globe. As a result, our minds, ways of thinking, and cultures are now growing closer together, not farther apart. ; Examines the origin, emergence, and co-evolution of written language, the human mind, and culture within the purview of script effects Investigates how the scripts we read over time shape our cognition, mind, and thought patterns Provides a new outlook on the four representative writing systems of the world Discusses the consequences of literacy for the functioning of the min

Learning Chinese characters: a comparative study of the learning strategies of western students and Eastern Asian students in Taiwan

2012 Spring.Includes bibliographical references.Vocabulary acquisition is central to learning Chinese as second or foreign language. Little research has been conducted on vocabulary learning strategies in this area. Even less study has been conducted whether students from different native language background would apply vocabulary learning strategies differently. The present study was designed to address this gap. The major concern of this study was to explore whether students from Western alphabetic countries and students from Eastern Asian countries would apply different vocabulary learning strategies in Chinese vocabulary acquisition. All the participants are international students who currently reside in Taiwan and attending the same American School located in Taipei, Taiwan. Learning Chinese is mandatory in the school. An on line survey instrument was used to collect data from the students. Descriptive statistics were used. An independent samples t-test was used to assess whether students of different native language background showed significant differences in the application of vocabulary learning strategies. No significant difference was found, however, suggestions regarding curricula design in learning Chinese vocabularies were made based on the tentative findings of this study

Uncovering the myth of learning to read Chinese characters: phonetic, semantic, and orthographic strategies used by Chinese as foreign language learners

Oral Session - 6A: Lexical modeling: no. 6A.3Chinese is considered to be one of the most challenging orthographies to be learned by non-native speakers, in particular, the character. Chinese character is the basic reading unit that converges sound, form and meaning. The predominant type of Chinese character is semantic-phonetic compound that is composed of phonetic and semantic radicals, giving the clues of the sound and meaning, respectively. Over the last two decades, psycholinguistic research has made significant progress in specifying the roles of phonetic and semantic radicals in character processing among native Chinese speakers …postprin

(Dis)connections between specific language impairment and dyslexia in Chinese

Poster Session: no. 26P.40Specific language impairment (SLI) and dyslexia describe language-learning impairments that occur in the absence of a sensory, cognitive, or psychosocial impairment. SLI is primarily defined by an impairment in oral language, and dyslexia by a deficit in the reading of written words. SLI and dyslexia co-occur in school-age children learning English, with rates ranging from 17% to 75%. For children learning Chinese, SLI and dyslexia also co-occur. Wong et al. (2010) first reported on the presence of dyslexia in a clinical sample of 6- to 11-year-old school-age children with SLI. The study compared the reading-related cognitive skills of children with SLI and dyslexia (SLI-D) with 2 groups of children …postprin