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What's in a word? Morphological awareness and vocabulary knowledge in three languages
MCBRIDE-CHANG, CATHERINE,TARDIF, TWILA,CHO, JEUNG-RYEUL,SHU, HUA,FLETCHER, PAUL,STOKES, STEPHANIE F.,WONG, ANITA,LEUNG, KAWAI Cambridge University Press 2008 APPLIED PSYCHOLINGUISTICS Vol.29 No.3
<B>ABSTRACT</B><P>Understanding how words are created is potentially a key component to being able to learn and understand new vocabulary words. However, research on morphological awareness is relatively rare. In this study, over 660 preschool-aged children from three language groups (Cantonese, Mandarin, and Korean speakers) in which compounding morphology is highly prevalent were tested on their abilities to manipulate familiar morphemes to create novel compound words as well as on a variety of early language and reasoning measures twice over the span of 9 months to 1 year. With Time 1 vocabulary knowledge, phonological processing, and reasoning skills controlled, morphological awareness predicted unique variance in Time 2 vocabulary knowledge across languages. Across languages, vocabulary knowledge also predicted unique variance in subsequent morphological awareness, with Time 1 morphological awareness controlled. Findings underscore the bidirectional bootstrapping of morphological awareness and vocabulary acquisition for languages in which lexical compounding is prominent, and suggest that morphological awareness may be practically important in predicting and fostering children's early vocabulary learning.</P>
Gettig an 'Aha!' with Different Types of Hints
Sum Kwing Cheung,Yik Ching Kong,Yuk Lam Li,Wai Yin Wong,Catherine McBride-Chang 대한사고개발학회 2005 The International Journal of Creativity & Problem Vol.15 No.1
Several theories have proposed that changing representations of insight problems could help overcome mental blocks. Constraint relaxation is one of the effects brought about by hints. This study aimed at investigating the effects of different hints in changing problem representations. ‘SHOULD’ hints were hypothesized to lead participants to the correct path while ‘SHOULD NOT’ hints were hypothesized to eliminate one of the possible paths. Results showed that ‘SHOULD’ hints facilitated insight problem solving by increasing the speed and the number of correct answers given. This study points to the importance of thinking from a different perspective when faced with mental blocks.
Sum Kwing Cheung,Catherine Mcbride Chang 한국아동학회 2015 Child studies in Asia-Pacific context Vol.5 No.1
Not all parents are skilled in scaffolding their young children’s numeracy learning. The present study investigated the effectiveness of a parent training program in promoting Filipino young children’s number sense via card game playing at home. Participants were 161 young children and their parents; families were of a relatively low socioeconomic status. During the 10-week intervention period, parents in the experimental group received training on how to use number game cards to help their children acquire various numeracy concepts; parents in the control group received no special instructions. Children in the experimental group showed greater improvements in their performance on six number sense tasks (namely numeral identification, object counting, rote counting, missing number, numerical magnitude comparison, and addition) over the intervention period than did children in the control group. Findings of the present study suggest that providing simple training to parents on strategies for fostering their young children’s number sense at home is important for giving children a good early start in basic number knowledge.
Cheung, Sum Kwing,McBride-Chang, Catherine Korean Association of Child Studies 2015 Child studies in Asia-Pacific context Vol.3 No.1
Not all parents are skilled in scaffolding their young children's numeracy learning. The present study investigated the effectiveness of a parent training program in promoting Filipino young children's number sense via card game playing at home. Participants were 161 young children and their parents; families were of a relatively low socioeconomic status. During the 10-week intervention period, parents in the experimental group received training on how to use number game cards to help their children acquire various numeracy concepts; parents in the control group received no special instructions. Children in the experimental group showed greater improvements in their performance on six number sense tasks (namely numeral identification, object counting, rote counting, missing number, numerical magnitude comparison, and addition) over the intervention period than did children in the control group. Findings of the present study suggest that providing simple training to parents on strategies for fostering their young children's number sense at home is important for giving children a good early start in basic number knowledge.
A Short Test of English Silent Word Reading for English Language Learners
Sylvia C. Kalindi,Catherine Mcbride Chang,Shingfong Chan,Kien Hoa Kevin Chung,Chia Ying Lee,Urs Maurer,Xiuhong Tong 한국아동학회 2015 Child studies in Asia-Pacific context Vol.5 No.2
We developed a test of English silent word reading, following work by Mather, Hammill, Allen, and Roberts (2004) and Bell, McCallum, Krik, Fuller, and McCane-Bowling (2007), in order to tap Hong Kong Chinese children``s reading of English as a foreign language. We created one subtest of individual word reading and another of word reading contextualized within sentences; together, these tests require no more than 10 minutes for administration. In Study 1, we administered the entire test to 552 second grade Hong Kong Chinese children between the ages of 70 and 121 months old, from five different primary schools. The association between the subtests of English silent word reading and contextual reading was positively correlated (.78). In Study 2, 77 Hong Kong Chinese second graders were tested on our newly developed English silent word reading test, together with non-verbal IQ, an English word reading and a Chinese character recognition test (both read aloud). With age and non-verbal IQ statistically controlled, there was a significant correlation between English silent word reading and the more standard English word reading, read aloud, (.78); the association between English silent word reading and Chinese character recognition was also positively correlated (.49). This newly created test is a quick and reliable measure, suitable for both educators and researchers to use to identify poor readers who learn English as a foreign or second language.
Hint-seeking Behavior and Task Performance
Lestin Y.H.Lee,C.Y.Szeto,Jenny K. Tse,Can M. Y. Ng,Catherine McBride-Chang 대한사고개발학회 2009 The International Journal of Creativity & Problem Vol.19 No.2
The purpose of this research was to investigate whether performance in solving insight problems would depend on active and passive control of hint-seeking. Seventy-two college students were recruited in the experiment involving a wordguessing game format. Participants were randomly assigned to one of two conditions, with participants in the active condition having control over the hints given and those in the passive condition having no control over these. Results were that the active group performed significantly more accurately on solving the puzzles than did the passive group across trials, suggesting that actively seeking information enhances performance on insight problems.
Individual Contribution in Brain-storming: Does Group Composition Make a Difference?
Wai-Kin Yip,Chun-Ming Chow,Kin-Wai Cheng,Chi-Ping Cheuk,Catherine McBride-Chang 대한사고개발학회 2007 The International Journal of Creativity & Problem Vol.17 No.2
Factors affecting individual performance in group tasks such as social loafing and social facilitation have been widely investigated. Past studies compared groups made up of friends or strangers based on prior acquaintance before the experiment, without directly manipulating the level of group cohesiveness. Based on Karau and William’s (1997) rationale about the effect of group cohesiveness on social facilita- tion and social loafing, we tested two hypotheses: (1) When individual members do brain-storming in high cohesiveness group, they work harder and generate more ideas (social facilitation). (2) When individual members do brain-storming in low cohesiveness group, they work less hard and generate fewer ideas (social loafing). Results supported the second hypothesis, but failed to support the first one.