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  1. Acquisition of Chinese characters: the effects of character properties and individual differences among second language learners.Li-Jen Kuo, Tae-Jin Kim, Xinyuan Yang, Huiwen Li, Yan Liu, Haixia Wang, Jeong Hyun Park & Ying Li - 2015 - Frontiers in Psychology 6:140902.
    In light of the dramatic growth of Chinese learners worldwide and a need for cross-linguistic research on Chinese literacy development, this study drew upon theories of visual complexity effect (Su & Samuels, 2010) and dual-coding processing (Sadoski & Paivio, 2013) and investigated a) the effects of character properties (i.e., visual complexity and radical presence) on character acquisition and b) the relationship between individual learner differences in radical awareness and character acquisition. Participants included adolescent English-speaking beginning learners of Chinese in the (...)
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  • From Lexical Tone to Lexical Stress: A Cross-Language Mediation Model for Cantonese Children Learning English as a Second Language.William Choi, Xiuli Tong & Leher Singh - 2017 - Frontiers in Psychology 8.
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  • Does Early Exposure to Chinese–English Biliteracy Enhance Cognitive Skills?Jing Yin, Connie Qun Guan, Elaine R. Smolen, Esther Geva & Wanjin Meng - 2022 - Frontiers in Psychology 13.
    Clarifying the effects of biliteracy on cognitive development is important to understanding the role of cognitive development in L2 learning. A substantial body of research has shed light on the cognitive factors contributing to biliteracy development. Yet, not much is known about the effect of the degree of exposure to biliteracy on cognitive functions. To fill this research void, we measured three categories of biliteracy skills jointly and investigated the effects of biliteracy skill performance in these three categories on cognitive (...)
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