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Li L, Zhao W, Song M, Wang J, Cai Q. CCLOOW: Chinese children's lexicon of oral words. Behav Res Methods 2024; 56:846-859. [PMID: 36881355 DOI: 10.3758/s13428-023-02077-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/16/2023] [Indexed: 03/08/2023]
Abstract
In this article, we introduce the Chinese Children's Lexicon of Oral Words (CCLOOW), the first lexical database based on animated movies and TV series for 3-to-9-year-old Chinese children. The database computes from 2.7 million character tokens and 1.8 million word tokens. It contains 3920 unique character and 22,229 word types. CCLOOW reports frequency and contextual diversity metrics of the characters and words, as well as length and syntactic categories of the words. CCLOOW frequency and contextual diversity measures correlated well with other Chinese lexical databases, particularly well with that computed from children's books. The predictive validity of CCLOOW measures were confirmed with Grade 2 children's naming and lexical decision experiments. Further, we found that CCLOOW frequencies could explain a considerable proportion in adults' written word recognition, indicating that early language experience might have lasting impacts on the mature lexicon. CCLOOW provides validated frequency and contextual diversity estimates that complements current children's lexical database based on written language samples. It is freely accessible online at https://www.learn2read.cn/ccloow .
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Affiliation(s)
- Luan Li
- Shanghai Key Laboratory of Brain Functional Genomics (Ministry of Education), Affiliated Mental Health Center (ECNU), Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, 3663 North Zhongshan Road, Shanghai, 200062, China
- Shanghai Changning Mental Health Center, Shanghai, China
- Shanghai Center for Brain Science and Brain-Inspired Technology, Shanghai, China
| | - Wentao Zhao
- Shanghai Key Laboratory of Brain Functional Genomics (Ministry of Education), Affiliated Mental Health Center (ECNU), Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, 3663 North Zhongshan Road, Shanghai, 200062, China
- Shanghai Changning Mental Health Center, Shanghai, China
- Shanghai Center for Brain Science and Brain-Inspired Technology, Shanghai, China
| | - Ming Song
- Shanghai Key Laboratory of Brain Functional Genomics (Ministry of Education), Affiliated Mental Health Center (ECNU), Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, 3663 North Zhongshan Road, Shanghai, 200062, China
- Shanghai Changning Mental Health Center, Shanghai, China
- Shanghai Center for Brain Science and Brain-Inspired Technology, Shanghai, China
| | - Jing Wang
- Shanghai Key Laboratory of Brain Functional Genomics (Ministry of Education), Affiliated Mental Health Center (ECNU), Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, 3663 North Zhongshan Road, Shanghai, 200062, China.
- Shanghai Changning Mental Health Center, Shanghai, China.
- Shanghai Center for Brain Science and Brain-Inspired Technology, Shanghai, China.
| | - Qing Cai
- Shanghai Key Laboratory of Brain Functional Genomics (Ministry of Education), Affiliated Mental Health Center (ECNU), Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, 3663 North Zhongshan Road, Shanghai, 200062, China.
- Shanghai Changning Mental Health Center, Shanghai, China.
- Shanghai Center for Brain Science and Brain-Inspired Technology, Shanghai, China.
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Mu Z. Effect of contextual diversity on word recognition in different semantic contexts. Psych J 2024; 13:44-54. [PMID: 38105595 PMCID: PMC10917099 DOI: 10.1002/pchj.716] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2022] [Accepted: 11/09/2023] [Indexed: 12/19/2023]
Abstract
Efficient word recognition is important to facilitate reading comprehension. Two important factors influence word recognition-word frequency (WF) and contextual diversity (CD)-but studies have not reached consistent conclusions on their role. Based on previous studies, the present study strictly controlled the anticipation of sentence context on target words. In the context of the semantic incongruence of Chinese sentences-that is, when the context is equivalent and low in anticipation of the target noun-CD effects were found on late processing indicators of the eye movement data of parafoveal words, and the CD feature of parafoveal words led to a significant parafoveal-on-foveal effect. However, none of these results were found in the semantically reasonable (semantic congruence) context. The results suggested that high CD words are better at adapting to unexposed or learned contexts, which was not the case for high WF words.
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Affiliation(s)
- Zhongchen Mu
- School of PsychologyNanjing Normal UniversityNanjingChina
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The influence of DCDC2 risk genetic variants on reading: Testing main and haplotypic effects. Neuropsychologia 2018; 130:52-58. [PMID: 29803723 DOI: 10.1016/j.neuropsychologia.2018.05.021] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2017] [Revised: 04/17/2018] [Accepted: 05/23/2018] [Indexed: 12/28/2022]
Abstract
Developmental dyslexia (DD) is a complex neurodevelopmental heritable disorder. Among DD candidate genes, DCDC2 is one of the most replicated, with rs793862, READ1 and rs793842 likely contribute to phenotypic variability in reading (dis)ability. In this study, we tested the effects of these genetic variants on DD as a categorical trait and on quantitative reading-related measures in a sample of 555 Italian nuclear families with 930 offspring, of which 687 were diagnosed with DD. We conducted both single-marker and haplotype analyses, finding that the READ1-deletion was significantly associated with reading, whereas no significant haplotype associations were found. Our findings add further evidence to support the hypothesis of a DCDC2 contribution to inter-individual variation in distinct indicators of reading (dis)ability in transparent languages (i.e., reading accuracy and speed), suggesting a potential pleiotropic effect.
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