Abstract
Dichotic listening task with shadowing was used to investigate the influence of rhyming and attention on cross-modal word cognition. The present study was a 3 × 5 factorial experimental design, and intended to explore the role of attention and rhyming on Chinese word cognition. The results showed that: (1) the attentional process had significant effect on word identification; (2) The rhyming had significant effect on the process of cross-modal word recognition. The results of present study have important implications on Chinese language learning and teaching.
| Keywords: | rhyming; Chinese word cognition; cross-modal; attention |
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