Adult learners of Chinese learned new characters through writing, visual chunking or reading-only. Following training, ERPs were recorded during character recognition tasks, first shortly after the training and then three months later. We hypothesized that the character training effects would be seen in ERP components associated with word recognition and episodic memory. Results confirmed a larger N170 for visual chunking training than other training and a larger P600 for learned characters than novel characters. Another result was a training effect on the amplitude of the P100, which was greater following writing training than other training, suggesting that writing training temporarily lead to increased visual attention to the orthographic forms. Furthermore, P100 amplitude at the first post-test was positively correlated with character recall 3 months later. Thus the marker of early visual attention (P100) was predictive of retention of orthographic knowledge acquired in training.

中文翻译：

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早期视觉正字法过程预测词形和意义的长期保留：视觉编码训练研究

成人汉语学习者通过书写、视觉分块或只读方式学习新汉字。训练后，在字符识别任务中记录 ERP，首先是在训练后不久，然后是三个月后。我们假设在与单词识别和情景记忆相关的 ERP 组件中可以看到字符训练效果。结果证实，视觉组块训练的 N170 比其他训练更大，学习角色的 P600 比新角色更大。另一个结果是训练对 P100 振幅的影响，在写作训练后比其他训练更大，这表明写作训练暂时导致对拼写形式的视觉注意力增加。此外，第一次后测的 P100 幅度与 3 个月后的性格回忆呈正相关。因此，早期视觉注意力的标记（P100）可以预测训练中获得的拼写知识的保留情况。