Student of Group 25_02

Department of Chinese Philology and Language Teaching

Faculty of Oriental Philology

Uzbekistan State University of World Languages

Haydarova Mehribon

Annotation:

It is well known that the most difficult aspect of learning Chinese is the origin of characters and the meaning expressed by each of them. This article analyzes the origin, significance, and types of Chinese characters, their importance in the process of learning Chinese, the meanings they convey, and their development. In addition, the difficulties in learning characters and easy methods for memorizing them are also discussed.

Keywords: hieroglyph, Chinese language, method, origin, meaning, easy memorization

INTRODUCTION

In the modern era, the prestige of the Chinese language has increased significantly. For this reason, more than 80% of students and young people around the world are learning Chinese. As is well known, the most difficult aspect of learning this language is undoubtedly its characters. This is because each character has its own origin, history, and meaning, which creates certain difficulties for learners.

This article highlights the origin and development of Chinese characters, their historical stages, how they have evolved from their creation to the present day, and their meanings. In addition, it presents methods for learning them easily, enabling learners to master them quickly and within a short period of time. Knowledge of Chinese culture, literature, philosophy, and history plays an important role in understanding Chinese characters. Each character carries thousands of years of history and meaning; in other words, a single character can represent an entire word or concept. Learning them requires a great deal of effort and time.

International conferences on the origin of Chinese characters, the art of writing, and the aesthetic aspects of calligraphy—such as “The Origin of Chinese Characters and the Nature of Calligraphy” and “Origins of Early Writing Systems” at Peking University—have been held worldwide. In Uzbekistan, the International Scientific-Practical Conference of Tashkent State University of Oriental Studies was also organized. These conferences promoted ideas regarding the origin, development, and learning methods of Chinese characters.

RESEARCH METHODOLOGY

A number of scientific studies have been conducted on the origin of Chinese characters, the stages of their development, and methods for learning them quickly and easily, using various research methods. First, historical methods were applied to study the origins and development of characters, focusing on their earliest forms. From the perspective of the history of linguistics, Chinese characters are considered one of the four most ancient writing systems. Therefore, many scholars have conducted extensive research in this field.

Specifically, historical methods were used to study the earliest forms of characters—oracle bone inscriptions, bronze inscriptions, small seal script, and the development of modern characters. This method made it possible to identify the reasons for the emergence of characters and their relationship with society. Through modern methods, new types of characters and their regional differences—for example, similarities and differences between those used in Beijing and Shanghai—were examined.

Regarding research on fast and easy learning of characters, several experimental-pedagogical studies were conducted. In this research, new methods, techniques, and applications were developed for learning characters. One of them is the “TRAIN CHINESE” application, through which an English–Chinese dictionary was created. Learners can write unknown characters and find their translations, meanings, stroke order, grammatical usage, and example sentences, making learning easier. In addition, the “PLECO” application allows learners to write unknown characters and learn their pinyin; this feature distinguishes it from other dictionary applications.

REVIEW OF THE LITERATURE

Since Chinese is an ancient language, it has been studied for many years. In particular, the father-and-son scholars Wang Nian-Song and Wang Yin-Zhi laid the foundations of Chinese linguistics, while Xu Shen paid serious attention to Chinese writing and characters in his work “Elements and Compound Characters.” Moreover, in his work “Shuowen Jiezi” (1st–2nd centuries AD), Xu Shen explained characters based on six types, distinguishing pictograms, ideograms, compound ideograms, and phonetic-semantic characters. According to this work, the origin of characters is linked to pictorial symbols. For example, the character for “sun” was originally depicted as a round shape and gradually became simplified over time. Several similar examples were also provided.

In a similar vein, Uzbek linguist Sh. Safarov, a specialist in semantics and sign systems, described Chinese characters as a semiotic system and initially referred to them as sign-images. Regarding the fast and easy learning of characters, foreign scholar James W. Heisig, in his book “Remembering Chinese Characters,” stated that associative and imaginative memorization—linking each character with meaning and a story—leads to easier and more effective learning. William C. Hannas, in “Asia’s Orthographic Dilemma,” argued that due to the complexity of Chinese writing, structural and visual approaches are effective for students, and learning characters by components (radicals/keys) accelerates memorization.

At the same time, the origin of Chinese characters is described in ancient legends and historical texts, but the most famous theory appears in canonical texts. According to legend, Fu Xi created the “bagua” (eight trigrams), which formed the basis of Chinese characters and represented an early form of writing. Cang Jie, who lived during the reign of Emperor Huangdi, invented characters inspired by bird tracks and animal footprints. In addition, calligraphers of the Western Zhou dynasty engraved Chinese characters as texts on bronze vessels, which also serves as evidence of the origin of characters.

HISTORICAL DEVELOPMENT OF CHINESE CHARACTERS

Archaic Jia gu wen Modern character Simplified Pinyin

Mean

    人 — rén Person

    女 — nǚ Woman

    子 — zǐ Child

    日 — rì Sun

    月 — yuè Moon

    山 — shān Mountain

    川 — chuān River

    水 — shuǐ Water

    雨 — yǔ Rain

    竹 — zhú Bamboo

    木 — mù Wood

    馬 马 mǎ Horse

    鳥 鸟 niǎo Bird

    龜 龟 guī Turtle

    龍 龙 lóng Dragon

Several scientific conferences on fast and effective learning of Chinese characters have also been held. One of them is the World Chinese Language Conference, organized in 2025, where a new educational system based on the “Learn Chinese with Ease” concept was presented. It introduced a multimedia-based learning system using multimedia resources, interactive applications, and videos to teach the language in an immersive way.

Similarly, at the “Chinese Learning and Media Integration in the Digital Age” conference held in Indonesia in 2024, modern media and online educational tools—such as virtual reality, interactive lessons, and new applications—were discussed.

RESULTS AND ANALYSIS

Regarding research on the origin of characters, students acquired skills in understanding the history of characters and their meanings through this study. Uzbek scholars evaluated Chinese characters not only as a writing system but also as a cultural, semantic, and cognitive phenomenon.

Through new applications such as “TRAIN CHINESE” and “PLECO,” learners began to study characters more quickly and easily, which provided several conveniences. For example, writing characters in the correct stroke order is mandatory, and without such applications, students could not easily learn the correct order. As a result, the creation of these applications significantly improved convenience for learners.

Both international and Uzbek scholars share similar views on the origin of characters, explaining Chinese characters as a logographic writing system, a cultural symbol, and a semantic unit.

According to scholars’ views on fast and easy learning, associative, visual, radical-based grouping, and step-by-step approaches are the most effective methods for learning Chinese characters quickly and easily.

CONCLUSION

In conclusion, this article examined the origin of Chinese characters and methods for learning them quickly and easily. During the research, substantial information about the origin and development of characters was revealed. The origin of Chinese characters began with ancient pictograms, which were gradually simplified and transformed into ideograms and phonetic characters. When we look at modern Chinese characters, they can be divided into simple, complex, radical-based, and phonetic characters. This shows that although ancient characters have become modernized, their structural principles have remained similar.

Regarding research on fast and easy learning of characters, conferences have shown that learners can effectively retain characters in memory by studying radicals and components, regularly reviewing them using applications such as Anki, and learning correct stroke order through other applications. In the future, the development of even more effective applications, dictionaries, and textbooks will increase the number of learners of Chinese characters worldwide, and it is considered appropriate to continue research in this direction.

REFERENCES

1.B. Karlgren, Grammata Serica.

2.Proceedings of the World Chinese Language Conference. Beijing: CIEF.

3.Uzbekistan State University of World Languages, Scientific-Practical Conference Proceedings.

4.Istrin, V.A., The Origin and Development of Writing, Moscow, 1965; Friedrich, I., History of Writing, trans. from German, Moscow, 1979; Mahmutkhojaev, M.H.; Bekmurotov, I.N., On Chinese Writing (Characters), Tashkent, 1990.

5.Madjidova, R.U.; Yuldasheva, F.F.; Reviewers: Muhammedova, S.X.; Salisheva, Z.I., Head of the Department of General Linguistics, Doctor of Philology, Professor; textbook General Linguistics, Uzbekistan State University of World Languages.

Quiet Devastation

Oppressive delusions

Begin to serenade the mind.

Backward glances– unfinished —

Blur as visions whirl with pleasure.

In a sky transfigured

Transparent and wavering

Memories of water evaporate–

Damp hands summon quiet remorse.

Alchemy mutates a life of meaning

Into splintered icons beneath the Earth.

Somewhere a telephone rings,

Whisperwood 

The forest closes like a book,
each tree a story I cannot read.
The path dissolves into moss,
soft and secretive underfoot,
while shadows stretch long fingers
to tangle my thoughts.  

The trees do not ask,
nor the rivers accuse;
they only carry me forward,
their silence a solace
as I learn to wander,
to trust the song of the unmarked trail. 

Unsettled

My reflection blinks one heartbeat late,

Caught in the death dream.

It lifts a hand-

Not mine-

Fingers dripping, spelling my name backwards

On the inside of my vision.

Leaning toward the glass that leans back hungrily,  

I try to step away; the mirror whispers:

You are the echo I invited

To keep from being alone.

Leaving the Modern World 

I am learning to sit in silence, 

To find the divine in the ordinary: 

The creak of a chair, 

tick of the clock, 

The rhythm of my own heartbeat.  

The modern world will not stop me;  

I will stop for myself.  

Carl Scharwath has appeared globally with 210+ publications selecting his writing or art. Carl has published five poetry books and four photography books. He was nominated with four The Best of the Net Awards (2022-25) and two different 2023 Pushcart Nominations for poetry and a short story.

THE DECLINE IN COGNITIVE RESILIENCE AS A RESULT OF CONSTANT INTERNET CONSUMPTION

JO’RABEK MUHAMMADOLIMOV
11TH-GRADE STUDENT (CLASS 11-03)
NAMANGAN CITY SPECIALIZED BOARDING SCHOOL NO. 1
muhammadolimovjorabek@gmail.com

Abstract: In this article, we discuss the concept of cognitive resilience and its impact on our psychological well-being. The research examines the human brain’s reflexes in response to unexpected situations. Furthermore, it analyzes practical methods to enhance cognitive resilience systematically—not just as a temporary measure, but by integrating it into daily life habits.


Introduction: In human history, information has never been as accessible as it is today; however, this convenience is leading to a steady cognitive decline. In recent years, constant and unregulated internet use has resulted in a sharp decrease in cognitive resilience. The root of this problem lies in the brain’s adaptation to ‘dopamine-driven rewards’ (such as new notifications and short-form videos), which subsequently leads to a fragmented attention span. This article analyzes how the internet limits the scope of human thought and explores methods to restore cognitive stability. The choice of this topic is driven by the increasing difficulty of achieving deep learning in today’s era of ‘fast-paced consumption


Research methodology: In this research, scientific methods were applied to determine the extent to which constant internet consumption leads to a decline in cognitive resilience. The research design incorporates theoretical analysis, comparative methods, and psychological testing. In the initial phase, relevant scientific literature and international statistical data were reviewed to establish the theoretical framework regarding the impact of digital technologies on brain activity.

Subsequently, the participants’ daily Screen Time was analyzed, and they were categorized into two groups: excessive internet users and moderate users. Special cognitive tests and surveys were conducted to measure these groups’ ability to focus, think logically, and withstand intellectual fatigue. In the final stage, the collected data were compared to determine the direct correlation between increased time spent online and the weakening of cognitive stability.


Review of used literature: According to John Sweller, the founder of Cognitive Load Theory, the excessive flow of information via the internet overloads the working memory. As a result, cognitive resilience declines, making it difficult to transfer information into long-term memory. Similarly, neuroscientists such as Gary Small have demonstrated that digital technologies alter the brain’s neural pathways, emphasizing that being constantly online drastically reduces the ability to maintain focus.

In exploring the psychophysiological aspects of this topic, Mihaly Csikszentmihalyi’s “Flow Theory” is of great significance; it suggests that constant internet distractions (notifications) prevent individuals from entering a state of deep immersion in a single task. Furthermore, Linda Stone describes this phenomenon as “continuous partial attention,” arguing that this state leads the nervous system toward chronic fatigue and the ultimate loss of cognitive resilience.


Analysis and results: To determine the participants’ cognitive resilience, tests for attention stability, information processing speed, and K. Young’s Internet Addiction Test (IAT) were utilized. The study involved 30 participants, categorized based on their daily internet consumption. The results indicate a direct inverse correlation: as internet usage increases, focus and intellectual endurance levels significantly decline.

Internet Consumption	Attention Stability	Cognitive Fatigue	Information Absorption
Low (1-2 hours)	75%	12%	High
Moderate (3-5 hours)	48%	42%	Medium
High (6+ hours)	18%	86%	Low

The high level of cognitive fatigue (85%) in the high-usage group is explained by “Digital Fatigue” syndrome. Participants in this category exhibited fragmented attention and a reduction in working memory capacity when performing complex logical tasks. Conversely, moderate users demonstrated significantly higher levels of cognitive stability.

The study confirms that constant internet consumption adapts the brain to “short and light” information, making individuals less resilient to prolonged, complex mental labor. However, following a briefing on digital hygiene, 22% of participants showed signs of recovery in work efficiency and attention management.


Conclusion: Based on the analysis, it was proven that participants with more than 6 hours of daily screen time have an attention span 40-50% lower than moderate users. This indicates that the digital environment tends to weaken long-term intellectual focus. The study revealed that participants who employ constructive coping strategies (such as intentional internet use and limiting notifications) maintain higher levels of cognitive resilience. Conversely, unregulated and disorganized internet consumption was confirmed to be the primary cause of chronic mental fatigue and fragmented attention.
  It is necessary to introduce “digital detox” periods within the education and labor systems to restore cognitive resources.

1.   The development of specialized methodological manuals is recommended to help users form information filtering and “deep work” skills.
   Mirziyoyeva, S. Sh. (2024). Development of Cognitive Processes and Intellectual Health in the Digital Environment. Tashkent: “Fan va Texnologiyalar” Publishing House.
2. G’oziyev, E. E. (2010). General Psychology: Psychophysiology of Attention and Memory. Tashkent: Universitet Publishing House.
3. Carr, N. (2021). The Shallows: What the Internet Is Doing to Our Brains (Modern Perspectives). New York: W.W. Norton & Company.
4. Boymurodov, N. (2023). Psychological and Mental Labor Hygiene in the Age of Modern Information Technologies. Tashkent: Yangi Asr Avlodi.
5. Smith, J. & Johnson, K. (2025). Digital Consumption and Cognitive Resistance in Young Adults: A Longitudinal Study. Journal of Cognitive Psychology, 119(3), 88-105.
6. Karimova, V. M. (2022). Impact of Social Media Addiction on the Intellectual Potential of Students. Scientific Bulletin of the National University of Uzbekistan.
7. Sweller, J. (2023). Cognitive Load Theory and Digital Learning Environments. Educational Research Review, 21(1).
8. ZiyoNET Library. (2024). Psychological Characteristics of the Digital Generation in Uzbekistan: Statistical Analysis and Scientific Conclusions.

MY VALUES 

Every state has its own traditions and values, which have been preserved from time immemorial and inherited from their ancestors. We, the Uzbek people, also have national holidays and values inherited from our ancestors. Every Uzbek child gets up in the morning, washes his face and hands, greets his family members and wishes them a good mood during the day. It is strange for Uzbek children to look their parents in the eye and disobey them. Even a 50-year-old son obeys and respects the word of his 70-year-old father. We, the Uzbeks, are known all over the world for our high values, such as hosting weddings and serving soup. When an Uzbek wants to build a building, other neighbors gather in a hashar to help him. This is also one of our beautiful values. Compassion is very strong among our people. That is why on our national holiday Navruz, generous people of our people visit the elderly, congratulate the disabled and give gifts to orphans. On the Day of Remembrance and Honor, the martyred boys and grandfathers recite prayers to the soul, pray, and lay flowers at their graves.

Uzbek people pay a lot of attention to the upbringing of children. Parents try to raise their children from an early age to be well-mannered. Their daughters to be chaste, and their sons to be brave, courageous, and fiery. From an early age, they are taught to speak the truth, to respect the elderly, to respect the little ones, to help them when they need help, and to donate to the needy and the poor. This is also our values. When Uzbek parents give birth to a baby in their family, they plant seedlings with their children, because they want their babies to grow like these seedlings and benefit people. It is one of our true human values that Uzbek children do not leave their parents alone when they grow up and take care of them. We are taught by our teachers to take care of every inch of the land inherited from our ancestors, to be a worthy generation. Another high value we have is family stability. Every family to be built must bring up perfect people and family-oriented children for the state and the people.

Kodirova Shaxzoda 

A student of Navoi State University

Meta Poetry. 

I often get asked what poetry really is; 

I’ve come to realize that poetry is simple, 

yet arranged in a not-so-simplistic way. 

Poetry is a riot of ideas waking you up at midnight, 

bombarding you in the most random, inconvenient hours. It is unfinished business that refuses to sign a peace treaty, waiting until you are halfway to a dream and cannot find a pen. 

It is emotion that needs expression from its obsession; 

It’s motivation, some call it inspiration, others a muse 

demanding an absolute revelation. 

Poetry is a man alone who needs no battalion to win a war. It is an advocate, a change-agent, and a master-mechanic screwing back the nuts and bolts that once held peace together. 

It is the smell of rain on Northern dust and the steam from a morning cup; the call to prayer and the desperate answer of the pen. 

It is the quietest thing found in silence itself, 

moments when time stands still and all is hush. 

Poetry is an endless ocean, vast and deep; 

It is anger, it is sacrifice, and it is the letter 

tucked beneath a lover’s pillow like a secret. 

Poetry is an armed robber, it takes what it wants 

but it is never a terrorist. 

It is an exaggerator; a handsome liar. 

It is the thief of sleep and the merchant of scars; 

the price we pay for seeing what others choose to ignore. 

It is verses, stanzas, meter, rhyme, and rhythm. 

It is diction, imagery, and the leap of enjambement. 

It is fourteen lines, it is seventeen syllables, 

it is free verse flight, the tribute, and the persona’s grief. 

Poetry is poetic license, sanctioned for poets 

to metamorphose and manipulate the world. 

It is Me. It is YOU. 

It is sacred, it is mundane, it is bizarre and unique. 

And what do you think this is? 

It is goddamn POETRY.

Abbas Yusuf Alhassan is a poet and a dedicated student of Fisheries and Aquaculture. Passionate about creative expression, he shares his work with a growing literary audience on Instagram. His work has been published in “Synchronized Chaos and he has co-authored two anthologies: “Life and Death” (SGSH Publication) and “If Only Words Were Enough” (Al-Zehra Publication). Abbas values the art of learning and unlearning, constantly seeking new ideas and perspectives. While he studies life underwater, his soul resides in verse and stanzas.

In this short and fleeting world,
There lived a noble soul,
Who chose to say, “My people first,”
And stayed forever true and whole.

His name itself spoke of peace,
Of loyalty and faithful ways,
To live in calm, to stand sincere,
The meaning carried through his days.

He walks beside us even now,
We feel his presence near,
Though unseen by our mortal eyes,
Our hearts know he is here.

Like Amir Temur, strong and just,
He served his people till the end,
Leaving longing in every heart,
His name on every tongue, my friend.

Jahongirova Gulhayo Jahongirovna
Navoi State University
Student of the Department of Philology and Language Teaching, English Language Major, Group 101