Browsing by Author "Hung, Daisy L."

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Gender differences in wayfinding in virtual environments with global or local landmarks
(2012-06-01)
Lin, Chin-Teng
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Huang, Teng-Yi
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Lin, Wen-Jing
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Chang, Shu-Yen
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Lin, Yin-Hung
This study assesses gender differences in wayfinding in environments with global or local landmarks by analyzing both overall and fine-grained measures of performance. Both female and male participants were required to locate targets in grid-like virtual environments with local or global landmarks. Interestingly, the results of the two overall measures did not converge: although females spent more time than males in locating targets, both genders were generally equivalent in terms of corrected travel path. Fine-grained measures account for different aspects of wayfinding behavior and provide additional information that explains the divergence in overall measures; females spent less time traveling away from the target location, a higher proportion of time not traversing, and made more rotations when stopping than males did. Rather than unequivocally supporting male superiority in wayfinding tasks, both the overall and fine-grained measures partially indicate that males and females are differentially superior when using global and local landmark information, respectively. To summarize, males moved faster than females but did not necessarily navigate the spatial surroundings more efficiently. Each gender showed different strengths related to wayfinding; these differences require the application of both overall and fine-grained measures for accurate assessment. (C) 2012 Elsevier Ltd. All rights reserved.
Neuroimaging evidence for sensitivity to orthography-to-phonology conversion in native readers and foreign learners of Chinese
(2019-05-01)
Yu, Anya
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Chen, Makayla S. Y.
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Cherodath, Sarika
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Hung, Daisy L.
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Tzeng, Ovid J. L.
Through recent neuroimaging research into brain mechanisms of proficient reading and literacy acquisition in different languages, a common neural network supporting reading has been identified in native readers across various writing systems. However, whether the same or different brain regions are involved in learning to read a foreign language is largely unexplored. To investigate (1) neural correlates of literacy acquisition of Chinese in adults whose learning of this logographic language was relatively late, and (2) to examine which cognitive factors might be predictors of literacy acquisition that would modulate the computation demands on reading-related brain regions, native and non-native Chinese readers were recruited to participate in pronunciation and color verification tasks using Chinese pseudo-phonograms in fMRI while their sensitivity to extracting systematic regularity in nonverbal materials, as well as their IQ and working memory, was measured in a visual statistical learning (VSL) task. The results indicated that native participants activated a left lateralized reading network that is consistent with previous research on orthography-to-phonology conversion (OPC) of Chinese, while a similar but extensive network that also includes regions in the right hemisphere was engaged in the non-natives. Within this network, left inferior frontal sites were found to be crucial to the mapping of Chinese pseudo characters to potential sounds especially in non-natives. More important, only the VSL scores of native and non-native participants, but not their general cognitive abilities, were negatively correlated with the brain activities in the left inferior parietal and left inferior frontal regions, respectively, suggesting that the fundamental capacity of SL supports literacy acquisition through modulating computation demands on the brain regions associated with OPC processing, which is critical to Chinese character recognition.
Neurolinguistic Studies of Reading in Chinese
(2017-01-01)
Tzeng, Ovid J. L.
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Lee, Chia Ying
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Lee, Jun Ren
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Wu, Denise H.
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Lee, Rose R. -W.
Using the Chinese writing system, which is unique with respect to the composition of each character in terms of its graphic shape, as an example, this chapter addresses the neurobiological underpinnings of reading and writing and how these brain circuits are used in different languages. (c) 2017 Wiley Periodicals, Inc.