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The effect of bilingual representati...

Yang, Guangxue.

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The effect of bilingual representation in prose reading on explicit and implicit memory.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effect of bilingual representation in prose reading on explicit and implicit memory./
Author:	Yang, Guangxue.
Description:	116 p.
Notes:	Major Professor: Donald Smith.
Contained By:	Dissertation Abstracts International53-06A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9231102

The effect of bilingual representation in prose reading on explicit and implicit memory.
Yang, Guangxue.

The effect of bilingual representation in prose reading on explicit and implicit memory. - 116 p.

Major Professor: Donald Smith.

Thesis (Ed.D.)--Florida International University, 1992.

Analyses of covariance were conducted with explicit and implicit memory scores as the dependent variables, reading condition (bilingual versus monolingual) as the independent variable, and TOEFL reading score as the covariate.Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The effect of bilingual representation in prose reading on explicit and implicit memory.
LDR:02351nam 2200289 a 45 001 934347
005 20110509
008 110509s1992 eng d
035 $a (UnM)AAI9231102
035 $a AAI9231102
040 $a UnM $c UnM
100 1 $a Yang, Guangxue. $3 1258065
245 1 0 $a The effect of bilingual representation in prose reading on explicit and implicit memory.
300 $a 116 p.
500 $a Major Professor: Donald Smith.
500 $a Source: Dissertation Abstracts International, Volume: 53-06, Section: A, page: 1826.
502 $a Thesis (Ed.D.)--Florida International University, 1992.
520 $a Analyses of covariance were conducted with explicit and implicit memory scores as the dependent variables, reading condition (bilingual versus monolingual) as the independent variable, and TOEFL reading score as the covariate.
520 $a Chinese-English bilingual students were randomly assigned to three reading conditions: In the English-English (E-E) condition (n = 44), a text in English was read twice; in the English-Chinese (E-C) condition (n = 30), the English text was read first and its Chinese translation was read second; in the Chinese-English (C-E) condition (n = 30), the Chinese text was read first and English second. An expected explicit memory test on propositions in the format of sentence verification was given followed by an unexpected implicit memory test on unfamiliar word-forms.
520 $a The results showed that the bilingual reading groups outperformed the monolingual reading group on explicit memory tested by sentence-verification but not on implicit memory tested by forced-choice word-identification, implying that bilingual representation facilitates explicit memory of propositional information but not implicit memory of lexical forms. The findings were interpreted as consistent with separate bilingual memory-storage models and the implications of such models in the study of cognitive structures were discussed in relationship to issues of dual coding theory, multiple memory systems, and the linguistic relativity philosophy.
590 $a School code: 1023.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, General. $3 1019158
690 $a 0282
690 $a 0515
710 2 0 $a Florida International University. $3 718935
773 0 $t Dissertation Abstracts International $g 53-06A.
790 $a 1023
790 1 0 $a Smith, Donald, $e advisor
791 $a Ed.D.
792 $a 1992
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9231102