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Peer reviewedDuan, Doris Weili; Cuvo, Anthony J. – Journal of Applied Behavior Analysis, 1996
This study compared six adults' learning of English names for Chinese visual characters, through prototype instruction (in which participants were taught the meaning of the distinctive feature of multicomponent characters) and rote instruction (in which participants traced the character and wrote its translation). Participants learned more rapidly…
Descriptors: Adults, Chinese, Concept Teaching, Ideography
