This study investigates the effects of visual mnemonics and the methods of presenting learning materials on learning visually similar characters for Chinese-as-second-language learners. In supporting CSL learners to build robust orthographic representations in Chinese, addressing the challenges of visual similarity of characters is an important issue. Based on prior research on perceptual learning, we tested three strategies that differ in the extent to which they promote interrelated attention to the form and meaning of characters: Stroke Sequence, a form-emphasis (...) strategy, Key-images, a form + meaning strategy utilizing visual code, Pithy Formulas with Key-images, a form + meaning strategy combining visual and verbal codes. A pretest–posttest equivalent-group design was adopted. The independent variables were the learning strategy, the method of presenting character pairs, and testing time. The dependent variables were learners’ proportions of accurate responses to reading and writing Chinese characters through a posttest and a delayed posttest ; a learner experience survey was also administered to investigate learners’ opinions on each strategy. Sixty-six non-beginning learners of Chinese participated; they were randomly assigned to one of the two groups in which participants learned ten characters via the three strategies, respectively, differing between whether the characters were presented in similar pairs or dissimilar pairs. Data were analyzed via three-way ANCOVAs. The Pithy Formulas with Key-images and the Key-images generally yielded higher writing accuracy than Stroke Sequence immediately after learning. Notably, the advantage of the Pithy Formulas with Key-images over the Key-images on writing was specific to the participants that learned with visually similar pairs rather than those that learned with dissimilar pairs. All strategies were effective for reading, yet learners’ experience ratings favored the two form + meaning strategies over the strategy that focused primarily on form. Suggestions for future research and pedagogical implications on learning visually similar characters were offered. (shrink)

Previous experiments have shown a serial-position effect (SPE) in paired-associate (PA) learning where the pairs contained stimuli pre- viously learned in serial order. The present experiment extended the number of pairs from 10 to 14. Pairs containing stimuli from terminal serial positions were learned with significantly fewer errors than pairs whose stimuli derived from central positions. The latter produced a dip in the PA error distribution suggesting the presence of sequential associations in SL between items occupying central positions.

Using educational robots to integrate computational thinking with cross-disciplinary content has gone beyond Science, Technology, Engineering, and Mathematics, to include foreign-language learning and further cross-context target-language acquisition. Such integration must not solely emphasise CT problem-solving skills. Rather, it must provide students with interactive learning to support their target-language interaction while reducing potential TL anxiety. This study aimed to validate the effects of the proposed method of pair programming along with question-and-response interaction in a board-game activity on young learners’ CT (...) skills and TL learning across contexts. Two Grade 6 classes, one with 16 students who were studying Chinese as a Second Language and the other with 16 students who were studying English as a Foreign Language, participated in the activity. A series of instruments on achievement assessment, questionnaires on CT skills and TL anxiety, and sequential learning behaviour analysis were used to critically examine the results. The main conclusion is that the EFL group showed better social skills of cooperation on CT and lower TL learning anxiety, while the CSL group demonstrated better problem-solving skills in CT, but presented more behaviours of trial-and-error loops. Results not only contribute suggestions for cross-disciplinary learning but also provide support for cross-context instruction beyond educational coursework. (shrink)

While issues of efficacy and specificity are crucial for the future of neurofeedback training, there may be alternative designs and control analyses to circumvent the methodological and ethical problems associated with double-blind placebo studies. Surprisingly, most NF studies do not report the most immediate result of their NF training, i.e. whether or not children with ADHD gain control over their brain activity during the training sessions. For the investigation of specificity, however, it seems essential to analyze the learning and adaptation (...) processes that take place in the course of the training and to relate improvements in self-regulated brain activity across training sessions to behavioral, neuropsychological and electrophysiological outcomes. To this aim, a review of studies on neurofeedback training with ADHD patients, which include the analysis of learning across training sessions or relate training performance to outcome, is presented. Methods on how to evaluate and quantify learning of EEG regulation over time are discussed. “Non-learning” has been reported in a small number of ADHD-studies, but has not been a focus of general methodological discussion so far. For this reason, selected results from the brain-computer interface (BCI) research on the so-called “brain-computer illiteracy”, the inability to gain control over one’s brain activity, are also included. It is concluded that in the discussion on specificity, more attention should be devoted to the analysis of EEG regulation performance in the course of the training and its impact on clinical outcome. It is necessary to improve the knowledge on characteristic cross-session and within-session learning trajectories in ADHD and to provide the best conditions for learning. (shrink)