BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//Talks.cam//talks.cam.ac.uk//
X-WR-CALNAME:Talks.cam
BEGIN:VEVENT
SUMMARY:Learning of a Formation Principle for the Secondary Phonemic Funct
 ion of a Syllabic Orthography - Claire Fletcher-Flinn\, Associate Professo
 r\, University of Otago\, NZ
DTSTART:20131022T110000Z
DTEND:20131022T120000Z
UID:TALK47439@talks.cam.ac.uk
CONTACT:Nichola Daily
DESCRIPTION:It has been observed in Japanese children learning to read tha
 t there is an early and rapid shift from exclusive reading of hiragana as 
 syllabograms to the dual-use convention in which some hiragana also repres
 ent phonemic elements.  Such rapid initial learning appears contrary to th
 e standard theories of reading acquisition that require instruction in non
 lexical procedures for learning phonemic elements of an orthography.  Howe
 ver\, the alternative Knowledge Sources theory implies that the shift woul
 d be achievable from lexical input by which the learner acquires an implic
 it formation principle for this secondary phonemic function of hiragana.  
 In two training experiments (Studies 1 & 2)\, this hypothesis was examined
  in transfer tests with 5-year-old Japanese and with 14-year-old English-s
 peaking beginner learners of Japanese.  As predicted\, relative to phonolo
 gical controls\, very limited lexical training of exemplar hiragana words 
 transferred to phonemic use of other (previously unknown and untrained) hi
 ragana in untrained words\, but not in isolation from these words.  In Stu
 dy 3\, at both beginning and adult reading levels\, novel hiragana symbol 
 combinations were created to represent individual phoneme elements in ways
  that do not exist in conventional hiragana orthography but are exemplars 
 for induction of a potential generalized formation principle of the second
 ary phonemic function of the system.  At all reading levels there was evid
 ence of use of this generalized formation principle\, a result not explain
 ed by the standard theories but implied by the alternative theory\, which 
 offers a potential universal feature of learning to read.
LOCATION:Department of Psychology\, Kenneth Craik Seminar Room\, Craik Mar
 shall Building\, Downing Site
END:VEVENT
END:VCALENDAR