Title

New Paradigm for Chinese Verbal List-Learning: Visually-Presented Orthographical Versus Phonological Information

Author

Wei QiFollow

Publication Date

4-2020

Abstract

Clinical neuropsychology is a rapidly developing discipline in and outside of the United States, and one of the major future directions is increased cultural competence in providing neuropsychological services in areas besides West Europe and North America and with languages besides English. Moreover, a cultural psychology approach is warranted in cultures that are fundamentally different from the North American mainstream one where neuropsychology has seen the most development in the past century. An example of such is China, where the language with most native speakers is spoken. Given the drastic and qualitative differences between Chinese and alphabetical languages, it is important to consider appropriate paradigms of neuropsychological assessment involving language. In the current study, I took verbal list-learning, a common neuropsychological assessment, as an example, and examined whether a new paradigm of verbal list-learning, with the addition of visual presentation of orthographical information, changed how Chinese-speaking subjects performed in their verbal learning and memory functioning.

Degree Name

Doctor of Philosophy in Clinical Psychology (PhD)

First Advisor

Wang, Kenneth T.

Document Type

Dissertation

Language

English

Keywords

Clinical neuropsychology; Chinese language; Verbal learning; Orthographical information; Phonological information; List-learning; Clinical psychology; Neuropsychology

Comments

Public Access: If you attend a college or university, you may be granted access for free through your school library subscription to ProQuest Theses & Dissertations. Copies may be available for purchase via ProQuest Dissertations Publishing https://dissexpress.proquest.com/search.html

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Embargo Period

9-14-2020

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