Cognitive Development Lab   

Selected recent publications:

Cheung, H., Chung, K., Wong, S., McBride-Chang, C., Penny, T., & Ho, C. (2008). Bilingual reading and vocabulary development in relation to speech perception and metalinguistic awareness. International Journal of Psychology, 43(3-4), 236-237.

Chung, K. K. H., McBride-Chang, C., Wong, S. L., Cheung, H., Penney, T. B., & Ho, C. S. H. (2008). The role of visual and auditory temporal processing for Chinese children with developmental dyslexia. Annals of Dyslexia, 58(1), 15-35.

McBride-Chang, C., Chow, B. W. Y., Cheung, H., & Chow, C. S. L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44(1), 233-244.

Tang, S. K. Y., Cheung, H., Tam, K. T. Y., & Szeto, C. Y. L. (2008). Verb factivity, complementation and theory of mind. International Journal of Psychology, 43(3-4), 580-580.

Xiao, W., Cheng, J. C. Y., & Cheung, H. (2008). Transfer of phonological skills in L2 lexical learning. International Journal of Psychology, 43(3-4), 236-236.

Cheung, H., Chung, K. K., Wong, S. W., McBride-Chang, C., Penney, T. B., & Ho, C. S. (2009). Perception of tone and aspiration contrasts in Chinese children with dyslexia. Journal of Child Psychology and Psychiatry, 50(6), 726-733.

Zhou, X. L., Ye, Z., Cheung, H., & Chen, H. C. (2009). Processing the Chinese language: An introduction. Language and Cognitive Processes, 24(7-8), 929-946.

Cheung, H., Chung, K. K. H., Wong, S. W. L., McBride-Chang, C., Penney, T. B., & Ho, C. S-H. (2010). Speech perception, metalinguistic awareness, reading, and vocabulary in Chinese-English bilingual children. Journal of Educational Psychology, 102(2), 367-380.

Cheung, H., Mak, W. Y., Luo, X., & Xiao, W. (2010). Sociolinguistic awareness and false belief in young Cantonese learners of English. Journal of Experimental Child Psychology, 107(2), 188-194.

Cheung, H., Ng, L., & Xiao, W. (2010). False belief, complementation language, and contextual bias in preschoolers. International Journal of Behavioral Development, 34(2), 168-179.

Cheung, H., Yap, F. H., & Yip, V. (2010). Chinese bilingualism. In M. Bond (ed.), The Oxford handbook of Chinese psychology (pp. 123-142). New York, NY: Oxford University Press; US.

Chow, B. W. Y., McBride-Chang, C., & Cheung, H. (2010). Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners. Journal of Research in Reading, 33(3), 284-301.

Xiao, W., & Cheung, H. (2010). Understanding Chinese dyslexia. Journal of Cognitive Science, 11(1), 37-56.

Cheung, H., McBride-Chang, C., & Tong, X. (2011). Learning a non-alphabetic script and its impact on the later development of English as a second language. In A. Y. Durgunoglu & C. Goldenberg (eds.), Language and Literacy Development in Bilingual Settings. New York: Guildford.

Ho, C. S-H., Leung, M-T, C., & Cheung, H. (2011). Early difficulties of Chinese preschoolers at familial risk for dyslexia: Deficits in oral language, phonological processing skills, and print-related skills. Dyslexia, 17(2), 143-164.

Lau, K-Y., Leung, M. T., Cheung, H., Lui, H-M., & Tse, A. W-C. (in press). The development of morphemic processing in reading Chinese compound words. Asia Pacific Journal of Speech, Language, and Hearing.

Chung, K. K. H., McBride-Chang, C., Cheung, H., & Wong, S. W. L. (in press). General auditory processing, speech perception, and phonological awareness in Chinese-English biliteracy. Journal of Research in Reading.