Title
Using Neuroeducation as a Model to Evaluate the Effect of Imagery on Chinese Character Writing
Publication Date
5-2017
Abstract
Using imagery as a strategy for language learning may be helpful to encode linguistic forms into conceptual networks for long-term memory. Based on Arwood’s neuroeducation model of language learning, this research evaluated the effect of imagery in Chinese character writing by English-speaking adolescent students. After comparing imagery effects under three instructional conditions (i.e., English translation, pictorial presentation, and verbal-contextual interpretation), the results showed that the use of imagery predicted significantly better writing results in the immediate and one-week writing tests, but not in the four-week writing test. Cognitive analyses found that imagery was commonly used as a mediational strategy in the pictorial and verbal-contextual methods in the early learning phases. The pictorial method mainly elicited perceptual visual patterns which failed to support sustained memory. For a better character encoding and retrieval, images had to be generated associated with sufficient and relevant contextual information.
Author Supplied Keywords
Imagery, Neuroeducation, Chinese character writing, Memory, Mediational strategy
Subjects
Languages, Modern--Study and teaching
Citation: Pilot Scholars Version (Modified MLA Style)
Arwood, Ellyn L. and Lam, Carol X., "Using Neuroeducation as a Model to Evaluate the Effect of Imagery on Chinese Character Writing" (2017). Education Faculty Publications and Presentations. 47.
https://pilotscholars.up.edu/edu_facpubs/47
DOI
10.17265/1539-8072/2017.05.002
Peer-Reviewed
No
Document Type
Journal Article
Publication Information
Coryright © 2015 David Publishing Company
Archived version is the final published version.