Hiragana Letters Research Articles

Game Edukasi Mengenal Huruf Katakana dan Hiragana Berbasis Android

Japanese language is different from other language in general, because in its writing is using Katakana and Hiragana letter. The use of Japanese is in various need, especially in communication for example entertaining tourists. Japanese language learning in Indonesia facing several problems among other are lack of infrastructure in practicing and also boring atmosphere which make students having difficulty in learning. Educational game application for mobile device is a new learning method is considered as a tool to attract one’s interest to learn. Educational Games to Indentify Katakana and Hiragana Letter is created in order to help to overcome the difficulty in learning Japanese Language relate to mastery Katakana and Hiragana letter. Learning material which is implied in the game came from Ni Hon Go 1 and Ni Hon Go No Kyoukasho curriculum. Game have three learning features such as table, letter writing and guessing, there are also entertaining addition features. Based on questionnaire data result on 30 students having difficulty in learning Japanese language, as much as 60% of respondents say that the game was easily understood as a Japanese language learning media.

ERP Manifestations of Orthographic and Phonological Processing of Hiragana Letter Strings

ERP Manifestations of Orthographic and Phonological Processing of Hiragana Letter Strings

New equally readable charts based on anisotropy of peripheral visual acuity1

Abstract: Anstis’ equally readable chart for visual acuity has been widely quoted in textbooks on visual perception. However, this chart does not reflect the anisotropy of peripheral visual acuity that has been reported by previous studies. Here, the authors reexamined peripheral visual acuity by measuring resolution thresholds for Landolt rings and recognition thresholds for hiragana letters as a function of retinal eccentricity across two principal retinal meridians: horizontal and vertical. Observers were required to identify the orientation of a gap in the Landolt ring or recognize a hiragana letter while the stimulus was moved slowly from the periphery toward the fovea across each of four meridians: nasal, temporal, superior, and inferior. The results revealed the horizontal‐vertical anisotropy of visual acuity in accordance with the results of previous studies. The mean thresholds obtained in the vertical meridian were approximately 1.51‐fold (for Landolt rings) and 1.42‐fold (for hiragana letters) higher than those obtained in the horizontal meridian at the same retinal eccentricity. The authors propose new equally readable charts for Landolt rings and hiragana letters.

Laterality of mental imagery generation and operation: tests with brain-damaged patients and normal adults.

The relationships between hemispheric function and components of the imagery process were examined in patients with unilateral right and left brain damage and in intact adult subjects. In the image generation condition, subjects were required to mentally generate Katakana letters corresponding to Hiragana letters displayed on a CRT. The results for the intact adults suggested a left hemisphere superiority, but the unilaterally brain-damaged subjects showed no hemispheric difference in this task. In the imagery operation task (transformation or lateral translation), subjects were asked to find a genuine Kanji among distractors (pseudo-Kanji) that were constructed from two Kanji radicals (themselves real Kanji) that were either displayed in reverse order or shifted apart. The results for both intact adults and patients with unilateral brain damage suggest the superiority of the right hemisphere.

幼児のひらがなの習得

Since the National Language Research Institute's (NLRI) investigation “Hiragana letters read and written by pre-school children,” in 1967, investigations of pre-school children's reading and writing ability conducted among regions have been nearly non -existent. Accordingly, the authors investigated the actual ability of 1, 202 pre-school children in Tokyo and Aichi Prefecture to read and write Hiragana letters. Results show that children's reading and writing ability has improved since the 1967 NLRI investigation. However, according to the Ministry of Education, only 10% of the kindergartens teach reading and writing. So we conclude that there has been intentional early education in institutions outside nursery schools, kindergartens and the home.

Representation of letter position in visual word recognition process

Two experiments investigated the representation of letter position in visual word recognition process. In Experiment 1, subjects (12 undergraduates and graduates) were asked to detect a target word in a briefly-presented probe. Probes consisted of two kanji words. The latters which formed targets (critical letters) were always contained in probes. (e.g. target: [symbol: see text] probe: [symbol: see text]) High false alarm rate was observed when critical letters occupied the same within-word relative position (left or right within the word) in the probe words as in the target word. In Experiment 2 (subject were ten undergraduates and graduates), spaces adjacent to probe words were replaced by randomly chosen hiragana letters (e.g. [symbol: see text]), because spaces are not used to separate words in regular Japanese sentences. In addition to the effect of within-word relative position as in Experiment 1, the effect of between-word relative position (left or right across the probe words) was observed. These results suggest that information about within-word relative position of a letter is used in word recognition process. The effect of within-word relative position was explained by a connectionist model of word recognition.

The word superiority effect in a case of Hiragana letter strings.

This paper is concerned with the effect of syllabification in the superior perceptibility of tachistoscopically presented JapaneseHiragana letter strings. TheHiragana letter is a phonetic symbol having an invariant one-syllable pronunciation. Controlling retention and guessing factors, an experiment replicated the original Reicher (1969) findings of a word superiority effect. Thus, the results suggest that letter unitization which depends upon syllable-like structures (the vocalic center groups; Spoehr & Smith, 1973) is not a prerequisite, but that orthographic regularity and meaningfulness may be important determinants of the word superiority effect.

Perceptual-motor aspect of sequential organization of stimuli

The present study was designed to investigate the phenomenon of serial order from the considerations of the reading as well as the writing habits of Japanese, i.e., from the perceptual-motor aspect. In order to select subjects equalized on the point, a psycho-motor pretest was administered for once a week fifteen times to 139 woman college freshman students in an introductory psychology course. Eased on the results of pretest nine groups of 5 to 10 Ss each were selected.Three different types of stimulus patterns were employed; digits, filled and open circles and Hiragana letters (a kind of Japanese ordinary alphabet). Each pattern contained six elements in a horizontal row. Patterns were matched in pairs as far as possible, and were divided into A-series and B-series. They were presented in random order at an exposure duration of 100msec. Ss were requested to report what they saw, in verbal responses (V. R.) to A-series, and in writing responses (W. R.) to B-series.Experiment I was conducted to discover how stimuli were recongnized when they were presented at the left fixation point (L. P.), or at the right fixation point (each, N=5). No significant difference of recognition scores was found between L. P. and R. P., nor between V. R. and W. R.. However, recognition characteristics were significantly different between L. P. and R. P. (See Fig. 1). Experiment II dealt with the effects of left-right and right-left writing directions on recognition at the center fixation point (C. P.). Recognition scores of two groups (each, NN=5) were almost equal. In left-right directions, ordering of letter stimuli was found less flexible than that of digit stimuli. Probably, letters were several times more redundant than digits (See Table 2 and 3). Experiment III was designed to study the effects of horizontal and vertical writing directions on recognition at C. P. (each, N=5) (Japanese have these two reading and writing habits; left-right and up-down). Both recognition scores and characteristics of two groups were almost the same (See Fig. 2).Experiment IV was an attempt to throw a light on the relation between the pretest results and the accurately recognized stimuli (each, N=5). Recognition scores of the superior group in the pretest were significantly higher than those of the inferior.An attempt was made to find out how stimuli were recognized by V. R. and W. R. groups (each, N=10) in Experiment V, where A-series patterns were presented to R. P. and B-series to L. P.. Though scores of the W. R. group were almost equal for L. P. and R. P., scores of the V. R. group for R. P. in digits and letters were significantly less than for L. P. (See Fig. 3).With the results of Experiment I and II, two retinal effects (the end effect and the fixation-point effect) and two central processes (the sliding process and the gearing process) were postulated. The end effect means that the primitive figure-ground segregation occurs more rapidly for stimuli located at both ends, because three sides of them were completely open. The fixation-point effect implies that any stimulus subtended about 2° visual angle is more sensitively received because it falls on fovea centralis. The sliding process is assumed to act rapidly, roughly and driftingly, while the gearing process slowly, steadily and in a fixed direction.A paradoxical phenomenon observed in previous studies that the right visual field dominates when stimuli are presented on either side, while the left field dominates when stimuli are shown on both sides, was interpreted by the microgenetic point of view discussed above. Based on the results of Experiment III, IV, and V, it was pointed out that the sliding process works mainly in visual areas, or rather spatially, while the gearing process works mainly in motor areas, or rather temporally. It was suggested that an autonomic integration of “Habit” is a spatiotemporal