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Related Experiment Video

Updated: Feb 27, 2026

Comparing the Frequency Effect Between the Lexical Decision and Naming Tasks in Chinese
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Exploring the pretraining effect in learning classical Chinese reading skills.

Dayu Jiang1, Jing Zhou1, Mengyao Ma2

  • 1School of Foreign Languages and Literature, Wuhan University, Wuhan, China.

Frontiers in Psychology
|February 26, 2026
PubMed
Summary
This summary is machine-generated.

Thematic pretraining significantly improved classical Chinese reading comprehension and reduced cognitive load for young learners. This approach benefits both less and more proficient students, especially when compared to linguistic pretraining.

Keywords:
classical Chinese reading skillscognitive load theoryexpertise reversal effectinstructional designpretraining effect

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Linguistics

Background:

  • Reading classical Chinese presents significant challenges for native speakers.
  • Cognitive theories of multimedia learning and cognitive load theory provide frameworks for understanding learning processes.
  • Pretraining effects are crucial for optimizing learning in complex domains.

Purpose of the Study:

  • To investigate the impact of different pretraining methods on classical Chinese reading comprehension.
  • To examine how pretraining affects cognitive load in young Chinese learners.
  • To compare the effectiveness of thematic versus linguistic pretraining.

Main Methods:

  • A 3x2 factorial design was employed with pretraining modes (thematic, linguistic, none) and proficiency levels (Year-6, Year-8) as independent variables.
  • 129 Year-6 and 151 Year-8 students were randomly assigned to three instructional conditions.
  • Reading comprehension and cognitive load ratings served as dependent variables.

Main Results:

  • More proficient learners in pretraining groups outperformed those without pretraining.
  • Thematic pretraining yielded better learning outcomes and lower cognitive load than linguistic pretraining for proficient learners.
  • Less proficient learners showed lower cognitive load and better outcomes with thematic pretraining compared to no pretraining.

Conclusions:

  • Thematic pretraining is an effective strategy for enhancing classical Chinese reading comprehension in young learners.
  • Cognitive load theory effectively explains the observed learning outcomes and efficiency.
  • Instructional design should consider pretraining modalities to optimize learning in challenging linguistic contexts.