Contributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension

The study investigates whether learners’ demographics (e.g., age, education, and intelligence-IQ), language learning experience, and cognitive control predict Chinese (L2) reading comprehension in young adults. Thirty-four international students who studied mandarin Chinese in mainland China (10 fem...

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Autores principales:	Zhilong Xie, Wei Wang, Xiaying Chu, Qing Qiu, Fangfang Yuan, Jinwen Huang, Meijing Chen
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	demographics L2 learning experience cognitive control Chinese reading comprehension Chinese as a foreign/second language Psychology BF1-990
Acceso en línea:	https://doaj.org/article/7c8db3767be14c06b342d2feec746ec7
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spelling	oai:doaj.org-article:7c8db3767be14c06b342d2feec746ec72021-12-01T03:17:03ZContributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension1664-107810.3389/fpsyg.2021.770579https://doaj.org/article/7c8db3767be14c06b342d2feec746ec72021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.770579/fullhttps://doaj.org/toc/1664-1078The study investigates whether learners’ demographics (e.g., age, education, and intelligence-IQ), language learning experience, and cognitive control predict Chinese (L2) reading comprehension in young adults. Thirty-four international students who studied mandarin Chinese in mainland China (10 females, 24 males) from Bangladesh, Burundi, Congo, Madagascar, Nigeria, Rwanda, South Africa, and Zimbabwe were tested on a series of measures including demographic questionnaires, IQ test, two cognitive control tasks [Flanker Task measuring inhibition and Wisconsin Card Sorting Test (WCST) measuring mental set shifting], and a Chinese reading comprehension test (HSK level 4). The results of correlation analyses showed that education, L2 learning history, L2 proficiency, and previous category errors of the WCST were significantly correlated with Chinese reading comprehension. Further multiple regression analyses indicated that Chinese learning history, IQ, and previous category errors of the WCST significantly predicted Chinese reading comprehension. These findings reveal that aside from IQ and the time spent on L2 learning, the component mental set shifting of cognitive control also predicts reading outcomes, which suggests that cognitive control has a place in reading comprehension models over and above traditional predictors of language learning experience.Zhilong XieWei WangXiaying ChuQing QiuFangfang YuanJinwen HuangMeijing ChenFrontiers Media S.A.articledemographicsL2 learning experiencecognitive controlChinese reading comprehensionChinese as a foreign/second languagePsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	demographics L2 learning experience cognitive control Chinese reading comprehension Chinese as a foreign/second language Psychology BF1-990
spellingShingle	demographics L2 learning experience cognitive control Chinese reading comprehension Chinese as a foreign/second language Psychology BF1-990 Zhilong Xie Wei Wang Xiaying Chu Qing Qiu Fangfang Yuan Jinwen Huang Meijing Chen Contributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension
description	The study investigates whether learners’ demographics (e.g., age, education, and intelligence-IQ), language learning experience, and cognitive control predict Chinese (L2) reading comprehension in young adults. Thirty-four international students who studied mandarin Chinese in mainland China (10 females, 24 males) from Bangladesh, Burundi, Congo, Madagascar, Nigeria, Rwanda, South Africa, and Zimbabwe were tested on a series of measures including demographic questionnaires, IQ test, two cognitive control tasks [Flanker Task measuring inhibition and Wisconsin Card Sorting Test (WCST) measuring mental set shifting], and a Chinese reading comprehension test (HSK level 4). The results of correlation analyses showed that education, L2 learning history, L2 proficiency, and previous category errors of the WCST were significantly correlated with Chinese reading comprehension. Further multiple regression analyses indicated that Chinese learning history, IQ, and previous category errors of the WCST significantly predicted Chinese reading comprehension. These findings reveal that aside from IQ and the time spent on L2 learning, the component mental set shifting of cognitive control also predicts reading outcomes, which suggests that cognitive control has a place in reading comprehension models over and above traditional predictors of language learning experience.
format	article
author	Zhilong Xie Wei Wang Xiaying Chu Qing Qiu Fangfang Yuan Jinwen Huang Meijing Chen
author_facet	Zhilong Xie Wei Wang Xiaying Chu Qing Qiu Fangfang Yuan Jinwen Huang Meijing Chen
author_sort	Zhilong Xie
title	Contributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension
title_short	Contributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension
title_full	Contributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension
title_fullStr	Contributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension
title_full_unstemmed	Contributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension
title_sort	contributions of demographics, language learning experience, and cognitive control to chinese reading comprehension
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/7c8db3767be14c06b342d2feec746ec7
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Contributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension

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