5 Result(s)
within
Jun Yamada
Cognitive Psychology
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Article
Number Frequency in L1 Differentially Affects Immediate Serial Recall of Numbers in L2 Between Beginning and Intermediate Learners
A list number recall test in English (L2) was administered to both Japanese (L1) students with beginning-level English proficiency who attended evening high school and Japanese college students with intermedia...
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Article
English Vowel Spaces Produced by Japanese Speakers: The Smaller Point Vowels’ and the Greater Schwas’
This study investigated how Japanese-speaking learners of English pronounce the three point vowels /i/, /u/, and /a/ appearing in the first and second monosyllabic words of English noun phrases, and the schwa ...
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Article
The Consistency of Multiple-Pronunciation Effects in Reading: The Case of Japanese Logographs
Naming latencies were measured for single- and multiple-reading (pronunciation) kanji words with two frequency levels in Experiment 1. Results showed that multiple-reading kanji are named much sl...
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Article
Asymmetries of reading and writing kanji by Japanese children
The present study aims at investigating the nature of kanji learning by focusing on various types of relationships between reading (naming) and writing of isolated kanji. Prominent asymmetries were found in no...
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Article
The discrimination learning of the liquids /r/ and /l/ by Japanese speakers
The discrimination learning of the /r/ and /l/ sounds in a single 1-h session by Japanese college students who had received little or no English conversation training was examined. About half of the subjects e...
