Chen , Mingjing
School of Education Sciences, Huizhou University
Cheng , Peter Kuan-Hao
Research Center for Education and Mind Sciences National Tsing Hua University
Wang, Chao-Chih
Research Center for Education and Mind Sciences National Tsing Hua University
Abstract
At present, adaptive learning seldom evaluates and examines young children’s face recognition ability. However, face recognition ability is an important relationship for social interaction. It is unclear that there are the relationships between the facilitation and interference effects for face and word processing, specifically, there is less evidence to examine the correlation between the face and the internal mechanisms of Chinese character recognition. In order to explore the relationship between face recognition and word recognition, the present study selected 30 preschool children (mean age = 6.2 years) and 30 adults (mean age = 20.5 years) to participate in the composite task and word recognition task. It examined holistic processing based on the complete design of the composite task in Experiment 1. In Experiment 2, we examined word recognition task for these groups of the preschoolers and college students. The findings indicate that there is a significant positive correlation between the amount of literacy and upright face recognition, but this result is not found for the college students. This study could be used as a reference for children’s adaptive learning system in the development of face recognition and Chinese characters.
Keywords :adaptive learning, face recognition, perception of Chinese characters, early childhood education