Him CHEUNG
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Prof. Him CHEUNG
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Research projects
I am interested in how language modifies thoughts. To approach this rather formidable question, I trace young children�s thinking development in relation to their acquisition of language, and compare people�s cognition across linguistic groups.
My current focuses are:
1) Young children�s learning of certain grammatical structures and the effect of such learning on the development of a mature “theory of mind” (i.e., knowing that people have independent minds comprising different sets of desires, intentions, beliefs, and knowledge);
2) How children�s and adults� reading experience might influence their representation and metarepresentation of speech;
3) Children�s recollection of past events and language use.
Representative Publications
- Cheung, H. (in press). Pinyin and phonotactics affect the development of phonemic awareness in English-Cantonese bilinguals. In Reading development in Chinese children, C. McBride-Chang, & H.-C. Chen (eds.). Westport, CT, USA: Greenwood Press.
- Cheung, H. (2001). The discrimination of phonological and grammatical categories by Cantonese-speaking children. Asia Pacific Journal of Speech, Language and Hearing, 6(3), 163-178.
- Cheung, H., Chen, H.-C., Lai, C. Y., Wong, O. C., & Hills, M. (2001). The development of phonological awareness: Effects of spoken language experience and orthography. Cognition, 81(3), 227-241.
- Cheung, H., Kemper, S., and Leung, E. (2000). A phonological account for the cross-language variation in working memory processing. The Psychological Record, 50(2), 373-386.
- Cheung, H. (1999). Improving phonological awareness and word reading in a later learned alphabetic script. Cognition, 70, 1-26.
- Cheung, H. (1996). Nonword span as a unique predictor of second-language vocabulary learning. Developmental Psychology, 32(5), 867-873.
- Cheung, H. and Kemper, S. (1993). The recall and articulation of English and Chinese words by Chinese-English bilinguals. Memory and Cognition, 21(5), 666-670.