Chen, Yanxuan
School of Education Sciences, HuiZhou University
Li, Qinglang
Zhijiang College, Zhejiang University of Technology
Cao, Xiaohua
College of Teacher Education, Zhejiang Normal University
Wang, Chao-Chih
Research Center for Education and Mind Sciences, National Tsing Hua University
Abstract
Cognitive development in early childhood often affects subsequent learning and social interaction, and the learning of words is closely related to learning achievement and learning motivation. However, it is insufficient for the existing evidence how to design a word learning course, at which one stage to learn, and what is the impact of word learning for preschool children. Therefore, the present study examined whether the acquisition of words enhances other cognitive performances or interfere with them (e.g. face recognition). This study collected data on 43 preschool children (mean age = 5.6 years, SD = 0.3) and 42 college students (mean age = 20 years, SD = 1.45) on word recognition and face configuration tasks. The results show that there is a significant positive correlation between the recognition of word recognition in preschool children and face configuration, and the recognition performance of Chinese characters is predictive for the recognition of face configuration. The results show that the learning of word experience may enhance the performance of face recognition. The findings would be used in the learning of digital curriculum materials for young children, as the references for the design of digital learning materials for preschool children.
Keywords :perception of Chinese character, digital learning, preschool children, face recognition