This site has been permanently archived. This is a static copy provided by the University of Southampton.
--- abstract: 'In three experiments, literate English-speaking adults learned either to identify or to extract meaning from either logographs (Blissymbols or Chinese characters) or English words written in an unfamiliar alphabetic code. Performance was substantially and reliably better in the logographic conditions than in the alphabetic conditions. Vocabulary sized ranged from 30 to 240 words per condition. In a fourth experiment, learning was slower with inconsistent mapping of graphemes to phonemes (similar to English) than with consistent mapping. These results indicate that, under a reasonably wide range of conditions, logographic writing systems may be easier to learn to read than alphabetic writing systems.' altloc: - http://psych.utoronto.ca/~muter/Abs1985.htm chapter: ~ commentary: ~ commref: ~ confdates: ~ conference: ~ confloc: ~ contact_email: ~ creators_id: [] creators_name: - family: Muter given: Paul honourific: '' lineage: '' - family: Johns given: Elizabeth E. honourific: '' lineage: '' date: 1985 date_type: published datestamp: 2001-12-20 department: ~ dir: disk0/00/00/19/92 edit_lock_since: ~ edit_lock_until: ~ edit_lock_user: ~ editors_id: [] editors_name: [] eprint_status: archive eprintid: 1992 fileinfo: /style/images/fileicons/text_html.png;/1992/1/Abs1985.htm full_text_status: public importid: ~ institution: ~ isbn: ~ ispublished: pub issn: ~ item_issues_comment: [] item_issues_count: 0 item_issues_description: [] item_issues_id: [] item_issues_reported_by: [] item_issues_resolved_by: [] item_issues_status: [] item_issues_timestamp: [] item_issues_type: [] keywords: |- writing systems logographies alphabets learning reading ideographs Bliss Blissymbols Blissymbolics pictographs logographs lastmod: 2011-03-11 08:54:51 latitude: ~ longitude: ~ metadata_visibility: show note: ~ number: ~ pagerange: 105-125 pubdom: FALSE publication: Human Learning publisher: 'John Wiley & Sons, Ltd.' refereed: TRUE referencetext: |-2 Besner, D. and Coltheart, M. Ideographic and alphabetic processing in skilled reading of English. Neuropsychologia, 1979, 17, 467-472. Biederman, 1. and Tsao, Y. On processing Chinese ideographs and English words: some implications from Stroop-test results. Cognitive Psychology. 1979, 11. 125-132. Bliss, C.K. Semantography (2nd edn). Sydney, Australia, Semantography, 1965. Brooks, L. Visual pattern in fluent word identification. In A.S. Reber and D.L. Scarborough (Eds), Toward a psychology of reading. New York: Erlbaum 1977. Brooks, L. and Miller, A. A comparison of explicit and implicit knowledge of an alphabet. In P.A. Kolers, M.E. Wrolstad and H. Bouma (Eds), Processing of visible language (Vol. 1). New York: Plenum, 1979. Carroll, J.B. The case for ideographic writing. In J.K. Kavanagh and I.G. Mattingly (Eds), Language by ear and by eye. Cambridge: MIT, 1972. Dewey, G. Relative frequency of English spellings. New York: Teachers College Press, 1970. Downing, J. The initial teaching alphabet: Reading experiment. Chicago: Scott, Foresman, 1965. Feldman, L.B. and Turvey, M.T. Words written in Kana are named faster than the same words written in Kanji. Language and Speech. 1980, 23, 141-147. Frith, U. and Frith, C. Relationships between reading and spelling. In J.F. Kavanagh and R.L. Venezky (Eds), Orthography, reading, and dyslexia. Baltimore: University Park Press, 1980. Gibson, E.J. and Levin, H. The psychology of reading. Cambridge, Mass.: M.I.T. Press, 1975. Glushko, R.J. The organization and activation of orthographic knowledge in reading aloud. Journal of Experimental Psychology: Human Perception and Performance. 1979, 5, 674-691. Gray, W.S. The teaching of reading and writing, an international survey. Paris: UNESCO, 1956. Grimes, J.E. and Gordon, R.G. Design of new orthographies. In J.F. Kavanagh and R.L. Venezky (Eds), Orthography, reading, and dyslexia. Baltimore: University Park Press, 1980. Hehner, B. (Ed.). Blissymbolics for use. Toronto: Blissymbolics Communication Institute, 1980. Kolers, P.A. Some formal characteristics of pictograms. American Scientist. 1969, 57, 348-363. Kolers, P.A. Three stages of reading. In H. Levin and J. P. Williams (Eds), Basic studies in reading. New York: Basic Books, 1970. Kolers, P.A. and Magee, L.E. Specificity of pattern-analyzing skills in reading. Canadian Journal of Psychology. 1978, 8, 322-328. Kyostio, 0.K. Is learning to read easy in a language in which the grapheme-phoneme correspondences are regular? In J.F. Kavanagh and R. L. Venezky (Eds), Orthography, reading, and dyslexia. Baltimore: University Park Press, 1980. Liberman, I., Liberman, A.M., Mattingly, I. and Shankweiler, D. Orthography and the beginning reader. In J.F. Kavanagh and R.L. Venezky (Eds), Orthography, reading, and dyslexia. Baltimore: University Park Press, 1980. Makita, K. The rarity of reading disability in Japanese children. American Journal of Orthopsychiatry. 1968, 38, 599-614. Mattingly, I.G. Reading, the linguistic process, and linguistic awareness. In J. F. Kavanagh and I.G. Mattingly (Eds), Language by ear and by eye. Cambridge, Mass.: M.I.T. Press, 1972. Potter, M.C. and Faulconer, B.A. Time to understand pictures and words. Nature. 1975, 253, 437-438. Rozin, P, Poritsky, S. and Sotsky R. American children with reading problems- easily learn to read English represented by Chinese characters. Science. 1971, 171,1264-1267. Shaw, G.B. Androcles and the Lion. Middlesex: Penguin, 1962. Smith, F. Understanding Reading (2nd edn). New York: Holt-Rinehart and Winston, 1978. Stevenson, H.W, Stigler, J.W, Lucker, G.W. and Lee, S. Reading disabilities: The case of Chinese, Japanese, and English. Child Development. 1982, 53, 1164-1181. Taylor, I. and Taylor, M.M. Psychology of reading. New York: Academic Press, 1983. Thorndike. E.L. and Lorge, I. The teacher's word-book of 30,000 words. New York: Teachers College, Columbia University, 1944. Thompson, G.B. Memo from Memory: Information technology is different. Montreal: Institute for Research on Public Policy, 1979. Thompson, G.B. Visual literacy and the time-varying icon. IEEE Journal on Selected Areas in Communications. 1983, SAC-1, 304-305. Tinker, M.A. Bases for effective reading. Minneapolis: University of Minnesota, 1965. Venezky, R.L. The structure of English orthography. The Hague: Mouton, 1970. Wells, J.C. Esperanto Dictionary. London: Hodder and Stoughton, 1969. relation_type: [] relation_uri: [] reportno: ~ rev_number: 8 series: ~ source: ~ status_changed: 2007-09-12 16:42:17 subjects: - appl-cog-psy - cog-psy - ling-learn - psy-ling succeeds: ~ suggestions: ~ sword_depositor: ~ sword_slug: ~ thesistype: ~ title: Learning Logographies and Alphabetic Codes type: journalp userid: 393 volume: 4