本研究旨為探討初學識字者在文字的辨識歷程為整體性或者是分析性？Anderson等人（2013）曾提出獨體字的辨識優於合體字的論述，這是因為合體字在整體分析的歷程後，還需要進行部件辨識的分析。但因為該研究並沒有控制筆畫及字頻，因此這一個系列的實驗是在控制相關混淆變項後，以國小二年級的學生作為受試者以檢視初學者在獨體字的辨識優於合體字的假說。
實驗一對獨體字與合體字在字頻、筆畫作嚴格控制後，發現兩者在延宕抄寫作業的正確率並沒有達到統計顯著的水準，因此並無法支持Anderson等人所提出的假設。不過，在嚴格控制頻率下，實驗一呈現天花板效應。為了避免天花板效應，實驗二以縮短目標字出現的時間以及增加遮蔽的方式提高難度，觀察到獨體字抄寫表現優於合體字的結果，這樣的結果是支持Anderson等人（2013）先前所提出的假設。實驗三進一步以促發（priming）的典範進行實驗，探討在獨體字以及合體字的認知運作中，是否牽涉次部件及部件的分析。結果發現當促發項為組成目標字的部件或次部件時，兩者都得到促進的促發效果。
實驗四則以成人檢視是否會呈現部件的促發效應，以部件或次部件作為促發項，發現成人對於目標字的辨識並沒有產生促發效果。

Three experiments were conducted to exam whether Chinese characters are processed in a holistic or analytical manner in beginner readers. After taking into account word familiarity and stroke numbers, results from Experiment 1 revealed that the mean accuracy of simple characters and that of compound characters did not differ in a delayed copy task. However, the ceiling effect observed in Experiment 1 may contribute to this null result.
To eliminate this confound, the level of task difficulty in Experiment 2 was increased by employing shorter presentation duration of the target words followed by a pattern mask. In line with the results of Anderson et al. (2013), children performed significantly better in the simple character condition than in the compound character condition. Anderson et al. (2013) have argued that this was due to unit integrity heuristic. However, in the priming paradigm revealed that subcomponent processing was involved in simple character recognition. Yet, this was not the case for young adults when the same experimental tasks were employed in Experiment 4.

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