各位老师：

    您好！由实验室舒华老师邀请了香港中文大学的Catherine McBride-Chang教授来实验室做报告。信息如下，欢迎感兴趣的老师和同学来听。    

报告时间：9月21日（周五）上午10：00    

报告地点：小楼三楼大会议室    

报告题目：(How) is Chinese  special? Chinese challenges to current cross-linguistic models of word  recognition and word writing from a developmental  perspective    

报告摘要：        An important  theoretical question across areas of psychology is the extent to which models of  behavior are culture-specific vs. culture-general. In this talk, I will consider  this question in relation to children’s literacy acquisition. There are at least  four aspects of Chinese literacy development that have no clear analogy to  literacy development in alphabetic systems. These are 1) the unit of reading  (character vs. word), 2) the place of radical-learning (especially semantic  radicals) in literacy acquisition, 3) the relative prominence of morphological  knowledge in early reading and writing processes, and 4) nonlinguistic aspects  of learning Chinese (i.e., basic visual and copying skills). If Chinese literacy  development does diverge from alphabetic literacy development in these ways,  this may present challenges to universal models of children’s reading and  writing development and point the way to new approaches to teaching Chinese very  generally as well as remediating Chinese children with dyslexia more  specifically.

        此致

敬礼！

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认知神经科学与学习国家重点实验室

2012年9月11日