The data on the association between statistical learning and orthographic awareness in Chinese ch... more The data on the association between statistical learning and orthographic awareness in Chinese children with and without dyslexia.
Journal of Speech, Language, and Hearing Research, 2018
Purpose This study aimed to investigate the time course of meaning activation of the 2nd morpheme... more Purpose This study aimed to investigate the time course of meaning activation of the 2nd morpheme processing of compound words during Chinese spoken word recognition using eye tracking technique with the printed-word paradigm. Method In the printed-word paradigm, participants were instructed to listen to a spoken target word (e.g., “大方”, /da4fang1/, generous) while presented with a visual display composed of 3 words: a morphemic competitor (e.g., “圆形”, /yuan2xing2/, circle), which was semantically related to the 2nd morpheme (e.g., “方”, /fang1/, square) of the spoken target word; a whole-word competitor (e.g., “吝啬”, /lin4se4/, stingy), which was semantically related to the spoken target word at the whole-word level; and a distractor, which was semantically related to neither the morpheme or the whole target word. Participants were asked to respond whether the spoken target word was on the visual display or not, and their eye movements were recorded. Results The logit mixed-model ana...
Previous studies found that individuals with autism spectrum disorder (ASD) were less sensitive t... more Previous studies found that individuals with autism spectrum disorder (ASD) were less sensitive to the variations of lexical stress in their native language than typically developing controls. However, no study has been conducted to explore the perception of lexical stress in the second language among individuals with ASD. Using ERPs (event-related potentials) measurement with an oddball paradigm, the current study examined and compared the neural responses by Chinese-English bilingual children with ASD and typically developing controls in the processing of English lexical stress. The results showed that when compared with typically developing controls, children with ASD manifested reduced MMN (mismatch negativity) amplitude at the left temporal-parietal and parietal sites, indicating that they were less sensitive to lexical stress. However, a more negative MMN response was found for ASD group than for typically developing group at the right central-parietal, temporal-parietal, and ...
The aim of this study was to investigate the extent to which phonological information mediates th... more The aim of this study was to investigate the extent to which phonological information mediates the visual attention shift to printed Chinese words in spoken word recognition by using an eye-movement technique with a printed-word paradigm. In this paradigm, participants are visually presented with four printed words on a computer screen, which include a target word, a phonological competitor, and two distractors. Participants are then required to select the target word using a computer mouse, and the eye movements are recorded. In Experiment 1, phonological information was manipulated at the full-phonological overlap; in Experiment 2, phonological information at the partial-phonological overlap was manipulated; and in Experiment 3, the phonological competitors were manipulated to share either fulloverlap or partial-overlap with targets directly. Results of the three experiments showed that the phonological competitor effects were observed at both the full-phonological overlap and par...
To investigate the relationship between Chinese children's character and word reading, 62 thi... more To investigate the relationship between Chinese children's character and word reading, 62 third and 50 fifth grade children in Hong Kong were asked to read single characters and words that were comprised of these characters. Results showed that words helped children to recognize characters for both grades of children. Compared to older children, younger children's character reading was more likely to rely on the word that the character appeared in as a component; younger children made more errors in confusing the correct character with words related to it. Younger children's greater rate of meaning-related errors also underscored the role of the word in their character learning. This study confirmed the important role of words in children's character learning, and provided evidence for a developmental pattern of character and word reading in Chinese.
The data on the association between statistical learning and orthographic awareness in Chinese ch... more The data on the association between statistical learning and orthographic awareness in Chinese children with and without dyslexia.
Journal of Speech, Language, and Hearing Research, 2018
Purpose This study aimed to investigate the time course of meaning activation of the 2nd morpheme... more Purpose This study aimed to investigate the time course of meaning activation of the 2nd morpheme processing of compound words during Chinese spoken word recognition using eye tracking technique with the printed-word paradigm. Method In the printed-word paradigm, participants were instructed to listen to a spoken target word (e.g., “大方”, /da4fang1/, generous) while presented with a visual display composed of 3 words: a morphemic competitor (e.g., “圆形”, /yuan2xing2/, circle), which was semantically related to the 2nd morpheme (e.g., “方”, /fang1/, square) of the spoken target word; a whole-word competitor (e.g., “吝啬”, /lin4se4/, stingy), which was semantically related to the spoken target word at the whole-word level; and a distractor, which was semantically related to neither the morpheme or the whole target word. Participants were asked to respond whether the spoken target word was on the visual display or not, and their eye movements were recorded. Results The logit mixed-model ana...
Previous studies found that individuals with autism spectrum disorder (ASD) were less sensitive t... more Previous studies found that individuals with autism spectrum disorder (ASD) were less sensitive to the variations of lexical stress in their native language than typically developing controls. However, no study has been conducted to explore the perception of lexical stress in the second language among individuals with ASD. Using ERPs (event-related potentials) measurement with an oddball paradigm, the current study examined and compared the neural responses by Chinese-English bilingual children with ASD and typically developing controls in the processing of English lexical stress. The results showed that when compared with typically developing controls, children with ASD manifested reduced MMN (mismatch negativity) amplitude at the left temporal-parietal and parietal sites, indicating that they were less sensitive to lexical stress. However, a more negative MMN response was found for ASD group than for typically developing group at the right central-parietal, temporal-parietal, and ...
The aim of this study was to investigate the extent to which phonological information mediates th... more The aim of this study was to investigate the extent to which phonological information mediates the visual attention shift to printed Chinese words in spoken word recognition by using an eye-movement technique with a printed-word paradigm. In this paradigm, participants are visually presented with four printed words on a computer screen, which include a target word, a phonological competitor, and two distractors. Participants are then required to select the target word using a computer mouse, and the eye movements are recorded. In Experiment 1, phonological information was manipulated at the full-phonological overlap; in Experiment 2, phonological information at the partial-phonological overlap was manipulated; and in Experiment 3, the phonological competitors were manipulated to share either fulloverlap or partial-overlap with targets directly. Results of the three experiments showed that the phonological competitor effects were observed at both the full-phonological overlap and par...
To investigate the relationship between Chinese children's character and word reading, 62 thi... more To investigate the relationship between Chinese children's character and word reading, 62 third and 50 fifth grade children in Hong Kong were asked to read single characters and words that were comprised of these characters. Results showed that words helped children to recognize characters for both grades of children. Compared to older children, younger children's character reading was more likely to rely on the word that the character appeared in as a component; younger children made more errors in confusing the correct character with words related to it. Younger children's greater rate of meaning-related errors also underscored the role of the word in their character learning. This study confirmed the important role of words in children's character learning, and provided evidence for a developmental pattern of character and word reading in Chinese.
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