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We report the case of a Japanese-speaking patient with semantic dementia who showed lower kanji visual performance than auditory performance in a lexical decision task (LDT), but better visual performance in a reading comprehension task (RCT). In the RCT, the patient presumed meanings from single-character kanji (e.g., 救助 “rescue” /kyuʀzyo/ → 助ける “help” /tasukeru/) or orthographic neighbors (e.g., 休息 “rest” /kyuʀsoku/ → 休憩 “rest” /kyuʀkeʀ/). In the LDT, he misidentified non-words as real words by relying on semantic associations of individual kanji characters. The logographic characteristics of kanji may have facilitated RCT while complicating LDT performance. [ABSTRACT FROM AUTHOR]

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Women are widely used in writing kanji, both Japanese and Mandarin kanji. The aim of this research is to describe the meaning of Woman in the kanji, both kanji in Japanese and Mandarin. The method used is a descriptive-qualitative research method, which is a method used by researchers to find knowledge or theory regarding research at a certain time, with the population and sample being kanji which uses female kanji originating from Japanese and Mandarin to get the meaning and describe it. The research results show that there are several similarities and differences in literal meaning in Japanese and Mandarin. However, the difference in meaning is not so significant because the interpretations are almost the same and the ultimate goal is to both represent women, so it can be seen that the meaning of women in kanji in both Japanese and Mandarin is both to represent women, both in terms of activities carried out and woman's own identity.

Background: Studies have presented evidence for mental number representation in Western cultures, where smaller numbers are assumed on the left and larger numbers on the right. Writing systems to represent numbers vary according to culture. Although, in Japan, Arabic numerals are primarily used, traditio - nal Kanji and Kana characters are also employed. However, studies investigating mental number line representation involving Kanji and Kana characters are lacking. This study exami - ned the characteristics of the mental number line in Ja pa nese culture using a numerical bisection task. Material/Methods: A total of 36 right-handed Japanese university students participated in this study. Each participant was asked to judge which flanker number in a triplet was farther from the middle number (e.g., 19-42-55). Similar trials were conducted for each digit triplet of Arabic, Kanji, and Kana numerals. Results: Despite changing the spatial configuration of the stimuli, the participants consistently overestimated the numerical length to the left for each digit triplet of Arabic numerals. Although the sequence effect was a leftward bias for descending sequences than for ascending sequences, no numerical distance effect was observed, in which the leftward bias would be stronger for a higher numerical distance between the stimuli. Although a similar leftward bias was observed for Kanji numerals, no unidirectional bias was found for Kana numerals. Conclusions: The reason a leftward bias was not observed for Kana numerals is that, unlike Arabic and Kanji numerals, they were considered in relation to the nature of number notation in Japanese. [ABSTRACT FROM AUTHOR]

Background: Pictures drawn by people with aphasia (PWA) are often more challenging to understand than those drawn by healthy people. There are two types of objects: those that tend to be drawn symbolically (symbolically drawn objects—SOs) and those that are likely to be drawn realistically (realistically drawn objects—ROs). Aims: To compare the identification rate and number of misunderstanding types between SOs and ROs drawn by PWA and healthy controls (HCs). To reveal trends in the misunderstandings of drawings by PWA, and to identify the language or cognitive abilities related to the identification rate of pictures drawn by PWA. Methods & Procedures: We designed a drawing task involving SOs and ROs. A total of 18 PWA and 30 HCs completed the task, and respondents identified the drawings. The identification rate and number of misunderstandings were analysed with two‐way analysis of variance (ANOVA) including group (PWA and HCs) and object type (SOs and ROs). The misunderstandings were divided into four categories varying in semantic and morphological similarity; these ratios were examined with a chi‐square test. The relationships of language and cognitive abilities with the identification rate were investigated with multiple regression analyses. Outcomes & Results: There was a significant effect of the interaction between group and object type on the identification rate (F(1.1387) = 3.90, Mean Squared Error (MSE) = 4139.67, p = 0.04): the identification rates for ROs were lower in the PWA than in the HCs. For the number of misunderstanding types, an interaction was observed between group and object type (F(1.56) = 8.26, MSE = 26.93, p < 0.01): the number of misunderstanding types for ROs in the PWA was greater than that in the HCs. The misunderstanding patterns differed between ROs and SOs (χ2(3) = 694.30, p < 0.001, V = 0.37). ROs were semantically related, whereas SOs were morphologically related. The identification rates of ROs and SOs were correlated only with Kanji writing scores (ROs: β = 3.66, p = 0.01; SOs: β = 6.57, p < 0.01). Conclusions & Implications: In drawings by the PWA, SOs had a higher identification rate, while ROs had a lower identification rate and a greater variety of misunderstandings. SOs may increase drawing motivation. Interventions to improve the identifiability of SOs and ROs should reflect each character. Identification rates were correlated only with Kanji writing scores. The PWA, whose native language was Japanese and had preserved Kanji writing abilities, and their communication abilities may be increased through drawing. WHAT THIS PAPER ADDS: What is already known on the subject: PWA often have impaired drawing abilities and draw pictures that third parties misinterpret. Some objects tend to be drawn symbolically, and some are drawn realistically. However, it is not clear whether there is a difference between these types of drawings depicted by PWA in identifiability and the tendency to be misunderstood by ordinary people. In addition, the relationships between language or cognitive abilities and the identification rate of drawn pictures are not clear. What this paper adds to the existing knowledge: The identification rate differed between SOs and ROs. In drawings by PWA, SOs had a higher identification rate, while ROs had a lower identification rate and the greatest variety of misunderstandings. Approximately half of the misunderstandings were related to the target object. SOs tended to be confused with morphologically related objects, while ROs tended to be confused with semantically related objects. Identification rates were correlated only with Kanji writing scores. What are the potential or actual clinical implications of this work?: To motivate PWA's drawing, it is suitable to begin with SOs. Examining drawing ability from the perspective of SOs and ROs increases the chance of identifying drawing ability. PWA whose native language is Japanese and have preserved Kanji writing abilities may be able to increase their communication abilities through drawing. [ABSTRACT FROM AUTHOR]

This study aims to comprehend how adult beginner Japanese Language learners tackle the challenge of mastering kanji. Six tertiary students with alphabetic language backgrounds underwent ten weeks of paired, one-hour weekly kanji sessions. An inductive analysis identified thematic patterns in kanji learning. The findings indicate that novice learners proficiently self-generated visual or semantic imagery for most introduced kanji, demonstrating an engagement beyond radicals and/or components. Pedagogical implications are discussed in light of these results. [ABSTRACT FROM AUTHOR]

El presente artículo tiene como objetivo introducir al lector en la presentación y análisis del “calikanjigrama”. Un término inventado por Noni Lazaga para designar sus poemas visuales, creados a partir de la deconstrucción de los kanji o ideogramas japoneses, y que la artista define como “caligrama de kanji”. A través un análisis sintáctico, semántico y filológico, con imágenes de las obras, se define el concepto de “calikanjigrama”, se explican las técnicas y el proceso creativo llevado a cabo. Se muestran modelos, tipologías y líneas de investigación desarrolladas por Lazaga desde su origen, en 2017, hasta la actualidad. Asimismo, se introducen los libros y otros formatos de publicaciones en los que aparecen citados, así como las exposiciones realizadas con los dibujos originales y el análisis filológico de autor Y. Como conclusión se extrae que en los “calikanjigramas”, Lazaga realiza un trabajo en el que relaciona dibujo, poesía visual y escritura japonesa. En su investigación interdisciplinar X e Y coinciden, a través de un análisis que entrelaza la estética oriental y occidental, en destacar resultados estéticos y conceptuales innovadores.

This study sought to obtain comprehensive data on the difficulty level of kun‐reading (native Japanese reading) of Japanese kanji (Chinese characters adapted for Japanese) learned in junior high and high school. Drawing from an item‐based analysis, it explored the word variables related to the difficulty level of kun‐reading. A reading test comprising 645 kun‐readings of common kanji learned in junior high and high school was administered to 123 university students. Tobit regressions were conducted for the total, okurigana (phonetic kana letters suffix written after kanji), and single kanji items, using the word variables as independent variables and the reading accuracy as the dependent variable. Significant positive contributions were observed for imageability and word frequency for all item categories, kun‐reading ratio for the single kanji items, and okurigana ratio for the total items. A significant negative contribution was observed for okurigana neighborhood size for the okurigana items. The results highlighted the need for education focusing on the meanings of kanji characters, and for a language policy for the use of the okurigana. [ABSTRACT FROM AUTHOR]

This article provides a historical analysis of the Japanese writing systems Hiragana, Katakana, and Kanji. It explains that Kanji, derived from Chinese characters, is used for words with specific meanings, while Hiragana and Katakana are used for grammatical particles, words without Kanji equivalents, and foreign words. The study aims to determine the history of the development of these writing systems in Japan and explores the relationship between Hiragana, Katakana, and Kanji. The article also discusses the evolution and significance of Kanji, as well as the role of Hiragana and Katakana in the Japanese writing system. [Extracted from the article]

The choice of teaching and studying strategies for language gaining knowledge of strategies have to be primarily based on the consideration of putting students as learning topics who no longer do what is conveyed by the educator. Coaching Japanese especially kanji through the usage of diverse learning strategies makes it easier for Japanese language learners, mainly in mastering Japanese letters/kanji. The mastering strategy used is an instantaneous method and an oblique method. Direct strategy is an approach, this is directly associated with foreign language mastering. It is directly associated with language in numerous obligations and situations, which include (1) reminiscence strategies, (2) cognitive strategies, and (3) compensation strategies. Letters are a very important thing in learning Japanese because Japanese has very complex writing. A kanji can convey many meanings, therefore it is said that the number of kanji is almost the same as the number of objects in the world. To minimize the difficulty in learning kanji, ways to understand meaning through its constituent elements are needed, namely: Recognizing the pictography and the kanji parts (bushu部首), for example, the character kuchihen (口) which is a symbol related to the mouth or lips. This kanji when combined with other characters can form meanings related to the mouth, lips, or speech. Pictographs are signs in the form of pictures in the ancient writing system. So, with pictographs you can find out how the kanji really is and can imagine the real form of the kanji. This research was conducted with the experimental method. The grouping of subjects was done randomly. The study's layout used is the one organization Pre-test and put up-check design (one institution Pre-take a look at submit-check). This layout consists of an unmarried institution that acts as an experimental magnificence, this is given a preliminary check (pre-take a look at) earlier than remedy and a final test (post-check) after treatment. The results of the t-test obtained were quite top results, namely the value of t = 1,945. This end result as compared with the t-value inside the t-distribution table, which is 1,729, means that it is acceptable to say that there has been a change and an increase in students' understanding of kanji. Thus, the effectiveness of the use of pictograph media has been well-tested. [ABSTRACT FROM AUTHOR]

This research aimed to determine the impact of the effectiveness in the application of an independent method of teaching students on their progress in achieving a certain level of Japanese. The study used key methods that implied the experimental involvement of 60 3rd- and 4th-year American and Chinese students with the N3 and N2 levels of Japanese to pass a simplified version of the international JLPT (Japanese Language Proficiency Test) after applying the autonomy learning methodology. The analysis and processing of the experimental exam results were performed using the Microsoft Excel program and derivation of the average statistical percentage of the number of points scored at each stage of the N3 and N2 exams. The results of the study and the test scores led to the conclusion that the most difficult tasks for American students are those in writing and reading. On the other hand, Chinese students have difficulties in listening and speaking Japanese over linguistic phonetic differences and complex grammar compared to Chinese. Referring to the N2 group of American and Chinese students, their scores are somewhat equal due to the total complexity of this level, which requires utmost care for all four skills of foreign language learning. The present findings can serve as auxiliary material for the educational sphere in terms of an individual approach in autonomy learning to more effectively study Japanese and obtain positive results when passing the JLPT test. [ABSTRACT FROM AUTHOR]

In the study of literary language, we often look back to examples from history and look cross-culturally to verbal art forms in literature and in the surviving oral tradition. These observations encompass genres, revealing great diversity, that reach back many centuries. We undertake this kind of study because its lessons must be relevant to understanding literary creation today. Even though art forms have changed over the years, their fundamental underpinnings have probably been preserved. One such instance, not yet sufficiently appreciated, comes from East Asia in the interaction between Chinese culture and the cultures of its neighbours, ongoing from ancient times to the present. The following discussion focuses on the interaction between China and Vietnam because, among other reasons, it was the most longstanding, and because it serves for comparison purposes in understanding crosscultural and cross-language literary contact in general. When languages come into contact it appears that the way in which the different genres of literature are affected is not the same. Prosaic and poetic texts might be affected in different ways. The following discussion will offer one example from the cultural interaction between China and Vietnam: vernacular literature in the nôm script. [ABSTRACT FROM AUTHOR]

For Japanese language learners who come from non-Kanji countries, kanji is one of the most difficult parts of learning Japanese. Regarding the difficulties in learning kanji, in this discussion will be studied about the difficulties in learning kanji and strategies that can minimize the difficulties in learning kanji. To examine this subject, the method used is a qualitative descriptive method. From the results of the discussion, it can be concluded that to minimize difficulties in learning kanji, the strategy that can be done is to make references that can help students understand each part of kanji, and encourage students to practice writing kanji repeatedly.

Background: In opaque orthographies, such as English, children with low reading skills tend to rely more on semantic information due to their inadequate acquisition of sub‐lexical knowledge. This tendency has also been reported for kanji, a non‐alphabetic and opaque Japanese orthography. However, previous studies on this phenomenon have had methodological limitations, such as a small number of stimuli in reading tests and insufficient investigation of a consistency effect. This study addressed these limitations and aimed to clarify whether Japanese children with low reading accuracy are characterised by a stronger reliance on semantic information and a smaller contribution to the reading process based on character‐to‐sound correspondences to the kanji word‐reading performance than children with high reading accuracy in reading kanji words. Methods: A total of 129 Japanese students in the fifth and sixth grades participated in this study, and 11 of them had been previously diagnosed with developmental dyslexia. They read an experimenter‐created list of kanji words. We tested how frequency, imageability and consistency of character‐to‐sound correspondences affected children's reading accuracy and error types and how the effects of these variables were modulated by reading accuracy level. Results: For children with lower reading accuracy, the frequency and consistency effects on reading accuracy decreased, whereas the imageability effect was stronger. Children with low reading accuracy frequently did not respond, whereas children with high reading accuracy made word substitution and legitimate alternative reading of component (LARC) errors frequently. Conclusions: The reading processing of children with low reading accuracy is characterised by a stronger reliance on semantic information and a smaller contribution of a reading process based on character‐to‐sound correspondences to reading performance than that of children with high reading accuracy. Reading characteristics of children with low reading accuracy might be due to their inadequate lexical and sub‐word knowledge. Highlights: What is already known about this topicJapanese children with developmental dyslexia show a larger imageability effect than children without reading deficits, thus suggesting a heavier reliance on semantic information when reading kanji words (Akashi et al., 2013).Compared with Japanese children without reading deficits, Japanese children with developmental dyslexia frequently make two types of errors: word substitution errors (i.e. reading a target word as another word) and no response (Akashi et al., 2013).The percentage of legitimate alternative reading of component (LARC) errors in Japanese children with developmental dyslexia was lower compared with their peers without reading deficits, which suggests a lack of sub‐word knowledge, that is, character‐to‐sound correspondences (Akashi et al., 2013). What this paper addsIn addition to a larger imageability effect and fewer LARC errors, the reading performance of children with low reading scores was characterised by smaller effects of frequency and consistency on reading accuracy compared with children with high reading scores.In addition to LARC errors, children with high reading scores made word substitution errors more frequently than those with low reading scores, which is inconsistent with Akashi et al. (2013).This study showed that a process using semantic information and one based on character‐to‐sound correspondences could affect reading accuracy in Japanese children. Implications for theory, policy or practiceThis study elucidated the kanji word‐reading characteristics of children with low reading scores. The results will enable teachers to identify children who have difficulty reading kanji words based on their reading characteristics.Our findings suggest that we should develop kanji word‐reading interventions to improve sub‐word and lexical reading skills in Japanese children with low reading accuracy because their reading characteristics are mostly affected by a lack of orthography–phonology correspondences at the word and sub‐word levels. To improve sub‐word reading skills, teachers can teach multiple pronunciations of each character and which pronunciation of a character is the most frequent among compound words with the character. To improve lexical reading skills, focusing on orthography–phonology and orthography–semantics associations at the word level by looking at a printed word, pronouncing it and saying its meaning multiple times may be helpful. [ABSTRACT FROM AUTHOR]

Ngôn ngữ Nhật với đặc điểm có sử dụng hệ thống Kanji (Hán tự) cùng với một hệ thống chữ viết có cấu tạo gồm nhiều nét viết với nhiều cách phát âm nên Kanji luôn là thách thức lớn đối với người học. Bài nghiên cứu đề cập đến thực trạng học và dạy Kanji cho sinh viên Ngành ngôn ngữ Nhật Trường Đại học Mở Thành phố Hồ Chí Minh. Qua các bước khảo sát số liệu, thông qua kết quả thống kê và phân tích số liệu, chúng tôi phân tích hiện tượng đặc thù Kanji trong tiếng Nhật, rút ra một số kết luận về những khó khăn trong việc học Kanji của sinh viên. Từ đó, giúp nâng cao khả năng tự học cũng như đề xuất các phương pháp giảng dạy tiên tiến nhằm giúp người học khắc phục những khó khăn, khơi dậy tính chủ động tích cực học tập Kanji cho sinh viên.

The overwhelming number of kanji readings is considered one of the main factors why Japanese kanji are so difficult to master. Whereas Japanese children have about 9–12 years to memorize them, foreign students usually have only 4–6 years. Given that there are a significant number of jōyō kanji readings that have a low rate of acquisition even in the case of native Japanese, it can be argued that it is not necessary for students of Japanese as a second language (JSL) to learn all of the readings. In fact, through an analysis of vocabulary data from three freely accessible Japanese language corpora, we demonstrate in this study that over one-fifth (21.24 %) of the jōyō kanji readings can be deemed redundant for the vast majority of L2 learners. Given that this is the first study to utilize multiple sources in order to analyze the applicability of kanji readings, I hope that it will inspire other researchers and teachers to investigate this topic further, and that it will encourage authors of kanji textbooks intended for JSL students to thoroughly consider whether it is really beneficial to list all the readings that appear in the official jōyō list. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Haratala is Uprasa mentioned since vedic period. Chemically, it is Arsenic trisulfide and also classified under schedule E1 drug. There are methods and medias used for Shodhana of Haratala. In the present study for Shodhana of Haratala, three Shodhana media have been taken, i.e., Triphala Kwatha, Tila Tail, Kanji. AIM: The aim of the study is to standardize pharmaceutical procedure of Haratala Shodhana in different Shodhana media and developing its comparative analytical profile. MATERIALS AND METHODS: Haratala Shodhana is done in different Shodhana Media, i.e., Triphala Kwatha, Tila Taila and Kanji. Total three batches in each Shodhana media were carried out for standardization. RESULTS AND DISCUSSION: Three hour duration was required for 100 g of Shodhana of Haratala average 2l of liquid media used for Shodhana, analytically there was significant difference in all three samples of Haratala was found, Three media were taken, i.e., Triphala Kwatha, Tila Taila, Kanji and there analytical profile will be generated to find the probable variations in before and after Shodhana. CONCLUSION: All three media were used for Shodhana of Haratala because all liquid medias were easily available for Shodhana and all possess different therapeutic utilities. Although there is a significant difference seen analytically after Shodhana, In X-ray diffraction, maximum number of peaks were found in Triphala Kwatha Shodhit Haratala so this could be used as differentiating factor for better comparison between all three Shodhana media.

Kanji are characters used in Japanese which are the result of Chinese thought adopted by Japanese society. The main elements in kanji (bushu) can be gender markers, water, trees, and others. One of these elements is a female gender symbol called onnahen. The data used in this study, in the form of kanji with bushu onnahen. The data were analyzed based on the theory of semiotics and hypersemiotics which view kanji as a cultural phenomenon. The results of the analysis identified that the female symbol in the kanji with bushu onnahen represents that Japanese woman have a respectable character when they become a wife and mother, are authoritative, trustworthy, helpful, but have no character, are false, selfish, and jealous. Theoretically, this research is useful to add references in the study of gender and kanji.

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Executive functions (EF) and metacognition (MC) have so far been investigated separately, yet, on the theoretical level, they share commonalities. It remains unclear whether these skills correlate in young children, and more importantly, whether monitoring processes within each may be associated. Here, we tested 6- to 8-year-old children's (N = 312) EF with the Hearts and Flowers task and MC with a paired associates memory task and focused on monitoring as a potential associated process. We examined children's accuracy and reaction time (RT) in the Hearts and Flowers task, as well as their post-error slowing as an indicator of monitoring. We measured children's accuracy and the latency of their confidence judgments for their answers in the paired associates task as an indicator of explicit and implicit metacognitive monitoring, respectively. Results showed that, for both inhibition and shifting components of EF, there was a significant positive correlation between children's RT in the Hearts and Flowers and the latency of memory monitoring judgments. That is, children who were faster in self-evaluations of their memory performance (i.e., metacognitive monitoring) were also faster in executive functioning. Evidence for the relationship between accuracy in the Hearts and Flowers task and memory monitoring was inconclusive. Post-error slowing was not associated with any measure of memory monitoring. Together, these findings suggest that EF and memory monitoring are rather weakly associated in 6- to 8-year-old children although both can be considered as higher-order cognitive processes. Although children show indications of monitoring within both EF and MC, monitoring is unlikely to explain their link. • Six- to eight-year-old children showed signs of monitoring in both executive functions and metacognition. • Children with faster self-evaluations of their memory were also faster in executive functioning. • Post-error slowing in an executive function task was not linked to implicit or explicit measures of metacognitive monitoring. • Monitoring may not be very likely to explain the link between executive functions and metacognition in children. [ABSTRACT FROM AUTHOR]

We examined the differences in reading skills between Japanese students with developmental dyslexia (DD) having developmental disorders who had borderline IQ (BIQ) and those who had normal IQ (NIQ), and the influence of cognitive factors through subscale scores of the Wechsler Intelligence Scale for Children - Fourth Edition on the reading skills of all students with DD having developmental disorders. One-way analysis of variance revealed differences in reading scores among the four groups (DD with NIQ, DD with BIQ, as well as non-DD with NIQ and non-DD with BIQ as control groups). To examine the influence of cognitive factors, we used multiple regression analysis for all participants, and then for participants with DD. Regarding hiragana nonword fluency reading, no difference was observed between the two DD groups, and cognitive factors did not affect the performance of all participants with DD. Concerning hiragana word fluency reading, DD with NIQ group performed better than DD group with BIQ, and working memory index affected reading skills of participants with DD. Regarding kanji accuracy reading, DD with NIQ group performed better than DD with BIQ group, and processing speed index affected performance of participants with DD. The results of hiragana reading suggest that the two DD groups shared similar weak sub-lexical route processing, while the acquisition of lexical route processing was hindered by lower IQ and weak phonological working memory in transparent phonographic hiragana reading. For kanji reading, lower IQ and weak visuomotor processing ability hampered the learning of visually complex logographic kanji characters. [ABSTRACT FROM AUTHOR]

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Chinese character representation in computer systems has been a long-standing issue, which is directly related to the information representation and character encoding fields of computer science. For example, as of today some Chinese characters still cannot be easily input in a computer, let alone be universally represented (identified). In this research, we have been especially focusing on such Chinese characters that are not covered by the conventional character encodings, and in this paper, after having previously introduced a universal character encoding for Japanese, we propose a non-ambiguous hash function applicable to any Chinese character. Unlike previous and related works, the proposed function is solely based on the strokes of the character, thus leaving no room for ambiguity. Considering the sparsity and the low collision rate of the described hash function, fingerprinting is a meaningful application, which can then be used for information retrieval purposes, among others. Let us emphasize that simplicity and unambiguity are the two keys of this proposal. The described character hashing method is then evaluated both theoretically and in practice in order to quantitatively show its validity, applicability and contribution. [ABSTRACT FROM AUTHOR]

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Copyright of Studia Universitatis Babes-Bolyai, Philologia is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Japanese kanji (morphograms) have two ways of reading: on-reading (Chinese-style pronunciation) and kun-reading (native Japanese pronunciation). It is known that some Japanese patients with semantic dementia read kanji with on-reading but not with kun-reading. To characterize further reading impairments of patients with semantic dementia, we analyzed data from a total of 9 patients who underwent reading and writing tests of kanji and kana (Japanese phonetic writing) and on-kun reading tests containing two-character kanji words with on-on reading, kun-kun reading, and specific (so-called Jukujikun or irregular kun) reading. The results showed that on-reading preceding (pronouncing first with on-reading) and kun-reading deletion (inability to recall kun-reading) were observed in nearly all patients. In the on-kun reading test, on-reading (57.6% correct), kun-reading (46.6% correct), and specific-reading (30.0% correct) were more preserved in this decreasing order (phonology-to-semantics gradient), although on-reading and kun-reading did not significantly differ in performance, according to a more rigorous analysis after adjusting for word frequency (and familiarity). Furthermore, on-substitution (changing to on-reading) errors in kun-reading words (27.0%) were more frequent than kun-substitution (changing to kun-reading) errors in on-reading words (4.0%). These results suggest that kun-reading is more predominantly disturbed than on-reading, probably because kun-reading and specific-reading are closely associated with the meaning of words.

Japanese kanji (morphograms) have two ways of reading: on -reading (Chinese-style pronunciation) and kun -reading (native Japanese pronunciation). It is known that some Japanese patients with semantic dementia read kanji with on -reading but not with kun -reading. To characterize further reading impairments of patients with semantic dementia, we analyzed data from a total of 9 patients who underwent reading and writing tests of kanji and kana (Japanese phonetic writing) and on - kun reading tests containing two-character kanji words with on - on reading, kun - kun reading, and specific (so-called Jukujikun or irregular kun) reading. The results showed that on -reading preceding (pronouncing first with on -reading) and kun -reading deletion (inability to recall kun -reading) were observed in nearly all patients. In the on - kun reading test, on -reading (57.6% correct), kun -reading (46.6% correct), and specific-reading (30.0% correct) were more preserved in this decreasing order (phonology-to-semantics gradient), although on -reading and kun -reading did not significantly differ in performance, according to a more rigorous analysis after adjusting for word frequency (and familiarity). Furthermore, on -substitution (changing to on -reading) errors in kun -reading words (27.0%) were more frequent than kun -substitution (changing to kun -reading) errors in on -reading words (4.0%). These results suggest that kun -reading is more predominantly disturbed than on -reading, probably because kun -reading and specific-reading are closely associated with the meaning of words. [ABSTRACT FROM AUTHOR]

A key issue in recent visual word recognition literature is whether text rotation disrupts the early stages of orthographic processing. Previous research found no masked repetition priming effect when primes were rotated ≥90° in alphabetic languages. The present study investigated the impact of text rotation using logographic (two-character Japanese kanji) words. In Experiment 1, we conducted a masked repetition priming lexical decision experiment with upright and 180° rotated primes. The rotated primes produced a significant priming effect, although the effect was smaller than the upright primes. In Experiment 2, we further examined the effectiveness of 180° rotated primes in two different conditions: the whole words were rotated vs. each constituent character was rotated at their own positions. Both prime types produced significant priming effects of similar magnitudes. These findings suggest that orthographic processing is more robust against text rotation in logographic languages than in alphabetic languages. [ABSTRACT FROM AUTHOR]

Kanji learning is considered to be a hard job when it comes to learning Japanese. However, studies on kanji learning strategies are uncommon in Japanese language academia in Vietnam. In other countries, many research models on kanji learning strategy use and effectiveness were developed. With regard to language context in Vietnam, this paper reports an investigation on the relationship between strategy use and effectiveness, and learners’ perceived effectiveness of kanji learning strategy. Data collected from 122 learners has given some solid answers to the questions on strategy use – effectiveness relationship and perceived effectiveness of learners.

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A kutatás a japánul tanulók írásjegytanulási stratégiáit vizsgálja. Az idegennyelv-elsajátítás folyamata során egy, adott esetben az anyanyelvtől jelentősen eltérő nyelvi eszköztár és nyelvhasználat megismerésén keresztül jut el a tanuló az idegen nyelven történő kommunikatív kompetencia megszerzéséig. A japán nyelv tekintetében az írásjegyek tanulása speciális módszereket kíván. Ezekbe az írásjegytanulási stratégiákba nyújt a tanulmány bepillantást, a téma releváns, nemzetközi szakirodalma, valamint saját kérdőíves felmérés eredményei alapján. Kitér olyan tényezőkre is, amelyek szerepet játszanak a tanulási módszerek kiválasztásában, például a motiváció, a tanuló anyanyelvének írásképe vagy a tudatosság.

ABSTRACT The purpose of this study is to explore university students’ perceptions of the effectiveness of recognizing Japanese Kanji characters by using mnemonic strategies and of understanding Kanji’s meanings. Fifty Indonesian university students majoring in Japanese Language Education participated in this study. Data were collected through an online questionnaire survey and an in-depth interview with Japanese as a foreign language (JFL) students. Drawing on the analysis of questionnaire and interview data, students reported that the use of mnemonic strategies successfully enhanced their comprehension of Japanese Kanji characters lexically and semantically. The findings also showed that the mnemonic strategy was so applicable that students could recognize Japanese Kanji characters. The use of technology also mediated the adoption of the mnemonic strategy. Thus, the implication of the study is that by using different mnemonic strategies along with the use of technology, Japanese teachers could teach Japanese Kanji characters to students whose writing systems background is other than Latin/Roman alphabet systems.

This paper focuses on Japanese heritage language (JHL) learners in an Australian context. The paper reports on a research project in a hoshuu-koo institution, a Japanese supplementary school, and explores the experiences of a group of Year 7 students. This study was initiated by identifying to what extent JHL learners can recognise their own skills, especially in proficiency in kanji, one of the Japanese scripts. It was predicted that several elements could relate to the accuracy of self-evaluation. By exploring levels of self-evaluation skills and the elements concerned in Japanese learning, the aim of the research was to help develop differentiated curriculum in the future. Data were based on student performance on kanji tests and answers to questionnaires, and the Excel Correl Function was used to calculate correlation coefficients. Graphs were also used to analyse the data. It was found that students who had relatively high kanji proficiency, especially in higher year levels, recognised their own skills but an overall overestimation was found amongst other students. Specific areas of kanji learning, such as okurigana and radicals, were identified as areas that need to be enhanced for appropriate self-evaluation for most of the students. Learning environment related to evaluation skills was also identified. Concluding comments centre on implications for further teaching approaches and research on the enhancement of kanji self-evaluation skills.

This study aims to determine the effect of the use of teaching media kanji "Hyakugo" in improving the ability of mastery kanji JLPT level N5 learners. This study conducted with quasi experimental research methods with one group pre test-post test research design. Data collection conducted by survey questionnaires and interviews. Research subjects in this study were students from Department of Japanese Language Literature, Universitas Komputer Indonesia. The result of this study indicated that "Hyakugo" have a significant influence in term of enhancing learners kanji acquisition ability and improving students learning motivation. Furthermore, survey questionnaires feedback showed positive response from the learners, confirmed that "Hyakugo" is an interactive learning medium that helped them to maintain their learning motivation, user friendly and provides a lot of benefits for learners.

This study aimed to identify the cognitive underpinnings of Japanese kanji abilities and clarify the contributions of kanji acquisition to the development of higher-level language skills based on a three-dimensional view of kanji abilities encompassing reading accuracy, writing accuracy, and semantic comprehension. First, a series of regression analyses was used to identify the multifactorial models of each dimension of Japanese kanji acquisition. These models suggest that, among basic cognitive skills, naming speed, visuospatial processing, and syntactic processing underpin kanji abilities in a dimension-specific manner, whereas phonological processing is a common factor. Second, although all the dimensions of kanji abilities predicted acquired verbal knowledge equally, writing skills on the text level, measured as idea density, were only predicted by the writing dimension (indirectly via acquired knowledge). Our findings represent the first evidence of the dimension-specific relationships of the three dimensions of Japanese kanji abilities with their cognitive predictors, as well as with higher-level language skills. They suggest the importance of handwriting acquisition during school years for the development of language skills through to adulthood. Finally, taking the seminal "Nun study," which suggests that higher idea density is protective against dementia, into account, we propose a theoretical framework for the lifelong trajectory of literacy acquisition. [ABSTRACT FROM AUTHOR]

This study investigated perceptual differences between Japanese language instructors with different ethnolinguistic and professional backgrounds in respect to kanji (i.e., Chinese characters used in Japanese) instruction. A total of 199 teachers of Japanese across the United States completed a 62‐item questionnaire eliciting their attitudes toward kanji and instructional strategies. A principal component analysis identified six attitude factors (Kanji has cultural value; Kanji is useful; Kanji is difficult; Kanji is fun; Kanji has future; and Kanji learning requires special abilities) and seven strategy factors (memory strategies, context‐based strategies, confidence, sound strategies, morphological analysis, metacognitive strategies, and rote memorization). Overall, the instructors appreciated the usefulness of kanji and considered rote memorization, memory, and metacognitive strategies effective. Multivariate analyses, however, revealed the statistically significant effects of native status and school level on the self‐report instructional strategies. Specifically, nonnative instructors rated the effectiveness of sound, memory, and context‐based strategies higher than native counterparts, and that secondary school teachers showed stronger beliefs in the effectiveness of memory strategies than college instructors, who rated rote memorization most effective. In sum, Japanese language instructors in general reflect upon their own kanji instruction from multiple perspectives but show different perceptions that are attributable to their learning and professional experiences. The Challenge: Language teachers' classroom practices reflect their underlying knowledge and beliefs, but why do individual teachers conceive different perceptions about teaching language? Do individuals' learning and teaching experiences influence their perceptual development? This study investigated perceptual differences about character instruction between native vs. nonnative, and secondary vs. postsecondary instructors of Japanese. [ABSTRACT FROM AUTHOR]

In a masked priming word-naming task, a facilitation due to the initial-segmental sound overlap for 2-character kanji prime–target pairs was affected by certain orthographic properties (Yoshihara, Nakayama, Verdonschot, & Hino, 2017). That is, the facilitation that was due to the initial mora overlap occurred only when the mora was the whole pronunciation of their initial kanji characters (i.e., match pairs; e.g., 化石 /ka-se.ki/–火力 /ka-rjo.ku/). When the shared initial mora was only a part of the kanji characters' readings, however, there was no facilitation (i.e., mismatch pairs; e.g., 発案 /ha.tu-a.N/–博物 /ha.ku-bu.tu/). In the present study, we used a masked priming picture-naming task to investigate whether the previous results were relevant only when the orthography of targets is visually presented. In Experiment 1, the main findings of our word-naming task were fully replicated in a picture-naming task. In Experiments 2 and 3, the absence of facilitation for the mismatch pairs were confirmed with a new set of stimuli. On the other hand, a significant facilitation was observed for the match pairs that shared the 2 initial morae (in Experiment 4), which was again consistent with the results of our word-naming study. These results suggest that the orthographic properties constrain the phonological expression of masked priming for kanji words across 2 tasks that are likely to differ in how phonology is retrieved. Specifically, we propose that orthography of a word is activated online and constrains the phonological encoding processes in these tasks. [ABSTRACT FROM AUTHOR]

We report a patient with alexia with agraphia for kanji after hemorrhage in the left posterior middle temporal gyrus. The results of single-character kanji reading and two-character on- (Chinese-style pronunciation), kun- (native Japanese pronunciation), and Jukujikun (irregular kun-) reading word tests revealed that the patient could not read kanji characters with on-reading but read the characters with kun-reading. We consider that this on-reading alexia was caused by disconnection between the posterior inferior temporal cortex (orthographic lexicon) and the posterior superior temporal gyrus (phonological lexicon), and preserved kun- and Jukujikun-reading was realized by bypassing the orthography-to-phonology route by the semantic route. [ABSTRACT FROM AUTHOR]

This study examines the multifaceted use of kanji-play in the Japanese localization of the online card game Hearthstone. The kanji script's ability to represent sound and meaning has resulted in a long history of language play within Japan, but its use as a method of localizing humor into Japanese has seen little attention. As kanji-play is inherently absent in English, its use in localization tempts description as a way of compensating for untranslated wordplay in an original text. However, analysis of the kanji use throughout Hearthstone finds that novel selections of kanji are involved in simultaneously satisfying multiple macro- and micro-level localization strategies. The kanji-based puns assist in recreating the wordplay-heavy user experience from the English Hearthstone version while also working to translate nuances of original text, create thematic connections, and engage players with both Hearthstone and the Warcraft universe it exists within, serving as an important element of the Japanese localizers' toolkit. [ABSTRACT FROM AUTHOR]

Copyright of Studia Universitatis Babes-Bolyai, Philologia is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)