{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/32066"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/32066","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The effect of phonological working memory on children's Chinese spoken word learning","abstract":"The purpose of this study was to investigate how well English speaking children’s phonological working memory can predict their ability to learn Chinese spoken words. Standard Chinese (Mandarin) is considered in this study and thus both terms (Chinese and Mandarin) will be used interchangeably. Participants included a total of 32 fourth grade American children who spoke English as a first language and attended primary school in the Midwestern region of the U. S. A battery of measures was administered orally to test children’s phonological working memory and Chinese word learning ability. The results showed that the children’s phonological working memory could predict their Chinese spoken word learning ability and the strongest predictors were the performance on the repetition of Chinese nonwords with tone and English nonwords without stress. These findings improve understanding of how phonological working memory underpins children’s vocabulary development. Finally, these results provide insight for administrators, teachers and parents in predicting whether students have potential to learn Chinese and therefore help them make decisions accordingly. The result also has implications for teaching Mandarin to English speaking children.","abstract_html":"The purpose of this study was to investigate how well English speaking children’s phonological working memory can predict their ability to learn Chinese spoken words. Standard Chinese (Mandarin) is considered in this study and thus both terms (Chinese and Mandarin) will be used interchangeably. Participants included a total of 32 fourth grade American children who spoke English as a first language and attended primary school in the Midwestern region of the U. S. A battery of measures was administered orally to test children’s phonological working memory and Chinese word learning ability. The results showed that the children’s phonological working memory could predict their Chinese spoken word learning ability and the strongest predictors were the performance on the repetition of Chinese nonwords with tone and English nonwords without stress. These findings improve understanding of how phonological working memory underpins children’s vocabulary development. Finally, these results provide insight for administrators, teachers and parents in predicting whether students have potential to learn Chinese and therefore help them make decisions accordingly. The result also has implications for teaching Mandarin to English speaking children.","abstract_has_math":false,"creators":["Wei, Junli"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Anderson, Richard C."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-06-27T21:31:17Z","date_published":"2012-06-27T21:31:17Z","updated_at":"2026-07-22T22:25:30Z","subjects":["phonological working memory","English-speaking children","Chinese","learning"],"languages":["en"],"rights":["Copyright 2012 Junli Wei"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/32066","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Anderson, Richard C."]},{"key":"dc:creator","label":"Author","values":["Wei, Junli"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012-06-27T21:31:17Z","2014-06-28T10:00:28Z","2012-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["phonological working memory","English-speaking children","Chinese","learning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2012 Junli Wei"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/32066"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study was to investigate how well English speaking children’s phonological working memory can predict their ability to learn Chinese spoken words. Standard Chinese (Mandarin) is considered in this study and thus both terms (Chinese and Mandarin) will be used interchangeably. Participants included a total of 32 fourth grade American children who spoke English as a first language and attended primary school in the Midwestern region of the U. S. A battery of measures was administered orally to test children’s phonological working memory and Chinese word learning ability. The results showed that the children’s phonological working memory could predict their Chinese spoken word learning ability and the strongest predictors were the performance on the repetition of Chinese nonwords with tone and English nonwords without stress. These findings improve understanding of how phonological working memory underpins children’s vocabulary development. Finally, these results provide insight for administrators, teachers and parents in predicting whether students have potential to learn Chinese and therefore help them make decisions accordingly. The result also has implications for teaching Mandarin to English speaking children.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2012-03-21T14:24:53Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Wei_Junli.docx: 218912 bytes, checksum: b761fdb97c4a91884f3ee07894444390 (MD5) Wei_Junli.pdf: 457724 bytes, checksum: 371874581d3f32236ad255f8eb107fb9 (MD5)","Made available in DSpace on 2012-06-27T21:31:17Z (GMT). No. of bitstreams: 3 Wei_Junli.pdf: 457724 bytes, checksum: 371874581d3f32236ad255f8eb107fb9 (MD5) license.txt: 4055 bytes, checksum: 9f72190c07c59af13e7f183b1e3d5a16 (MD5) Wei_Junli.docx: 220049 bytes, checksum: e161dbb136dc7f61f35ce4cde7f85d67 (MD5)","Item marked as restricted to the 'Administrator' Group (id=1) by William Ingram (wingram2@illinois.edu) on 2012-06-27T21:32:48Z Item is restricted until 2014-06-27T21:32:23Z","Item reinstated by Sarah Shreeves (sshreeve@illinois.edu) on 2014-06-28T10:00:28Z Item was in collections: Graduate Theses and Dissertations at Illinois (ID: 204) Dissertations and Theses - College of Education (ID: 434) No. of bitstreams: 3 Wei_Junli.pdf: 457724 bytes, checksum: 371874581d3f32236ad255f8eb107fb9 (MD5) license.txt: 4055 bytes, checksum: 9f72190c07c59af13e7f183b1e3d5a16 (MD5) Wei_Junli.docx: 220049 bytes, checksum: e161dbb136dc7f61f35ce4cde7f85d67 (MD5)","Item released from any restrictions by Sarah Shreeves (sshreeve@illinois.edu) on 2014-06-28T10:00:28Z"]},{"key":"dc:title","label":"Title","values":["The effect of phonological working memory on children's Chinese spoken word learning"]}]}],"canonical_facts":{"dc:contributor":["Anderson, Richard C."],"dc:creator":["Wei, Junli"],"dc:date":["2012-06-27T21:31:17Z","2014-06-28T10:00:28Z","2012-05"],"dc:description":["The purpose of this study was to investigate how well English speaking children’s phonological working memory can predict their ability to learn Chinese spoken words. Standard Chinese (Mandarin) is considered in this study and thus both terms (Chinese and Mandarin) will be used interchangeably. Participants included a total of 32 fourth grade American children who spoke English as a first language and attended primary school in the Midwestern region of the U. S. A battery of measures was administered orally to test children’s phonological working memory and Chinese word learning ability. The results showed that the children’s phonological working memory could predict their Chinese spoken word learning ability and the strongest predictors were the performance on the repetition of Chinese nonwords with tone and English nonwords without stress. These findings improve understanding of how phonological working memory underpins children’s vocabulary development. Finally, these results provide insight for administrators, teachers and parents in predicting whether students have potential to learn Chinese and therefore help them make decisions accordingly. The result also has implications for teaching Mandarin to English speaking children.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2012-03-21T14:24:53Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Wei_Junli.docx: 218912 bytes, checksum: b761fdb97c4a91884f3ee07894444390 (MD5) Wei_Junli.pdf: 457724 bytes, checksum: 371874581d3f32236ad255f8eb107fb9 (MD5)","Made available in DSpace on 2012-06-27T21:31:17Z (GMT). No. of bitstreams: 3 Wei_Junli.pdf: 457724 bytes, checksum: 371874581d3f32236ad255f8eb107fb9 (MD5) license.txt: 4055 bytes, checksum: 9f72190c07c59af13e7f183b1e3d5a16 (MD5) Wei_Junli.docx: 220049 bytes, checksum: e161dbb136dc7f61f35ce4cde7f85d67 (MD5)","Item marked as restricted to the 'Administrator' Group (id=1) by William Ingram (wingram2@illinois.edu) on 2012-06-27T21:32:48Z Item is restricted until 2014-06-27T21:32:23Z","Item reinstated by Sarah Shreeves (sshreeve@illinois.edu) on 2014-06-28T10:00:28Z Item was in collections: Graduate Theses and Dissertations at Illinois (ID: 204) Dissertations and Theses - College of Education (ID: 434) No. of bitstreams: 3 Wei_Junli.pdf: 457724 bytes, checksum: 371874581d3f32236ad255f8eb107fb9 (MD5) license.txt: 4055 bytes, checksum: 9f72190c07c59af13e7f183b1e3d5a16 (MD5) Wei_Junli.docx: 220049 bytes, checksum: e161dbb136dc7f61f35ce4cde7f85d67 (MD5)","Item released from any restrictions by Sarah Shreeves (sshreeve@illinois.edu) on 2014-06-28T10:00:28Z"],"dc:identifier":["http://hdl.handle.net/2142/32066"],"dc:language":["en"],"dc:rights":["Copyright 2012 Junli Wei"],"dc:subject":["phonological working memory","English-speaking children","Chinese","learning"],"dc:title":["The effect of phonological working memory on children's Chinese spoken word learning"],"dc:type":["text"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:30Z"}