Repeated writing facilitates children's memory for pseudocharacters and foreign letters.
In a logographic language culture, repeated (hand) writing is a common memory strategy for learning letters and Chinese characters. The purpose of this paper is to determine whether this strategy facilitates children's memory for pseudologographic characters and foreign letters. It also explores which aspect of writing, the use of stroke orders or the writing action itself, is responsible for the effect. First, third, and fifth grade Japanese children participated in the study. Results showed that, for all the subjects, characters and letters were better recalled when learned by writing rather than by looking only (Experiments 1 and 4). The advantage of writing was decreased, however, when the proper writing action prevented (i.e., when subjects were instructed to trace or write without feedback; Experiments 3 and 4) but not when the proper stroke orders were prevented (i.e., when subjects were instructed to write in reverse or random orders; Experiment 2). The results indicate that the writing action, rather than the use of stroke orders, is responsible for the effect.
Department of Educational Psychology, Chiba University, Chiba-ken, Japan. mnaka@orion.e.chiba-u.ac.jp
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D002648:Child; D003071:Cognition / Q000502:physiology; D016001:Confidence Intervals; D005246:Feedback; D006236:Handwriting; D006801:Humans; D008568:Memory / Q000502:physiology*; D010364:Pattern Recognition, Visual / Q000502:physiology*; D011214:Practice, Psychological; D011597:Psychomotor Performance / Q000502:physiology