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  1.  17
    Cross-Linguistic Word Recognition Development Among Chinese Children: A Multilevel Linear Mixed-Effects Modeling Approach.Connie Qun Guan & Scott H. Fraundorf - 2020 - Frontiers in Psychology 11.
    The effects of psycholinguistic variables on reading development are critical to the evaluation of theories about the reading system. Although we know that the development of reading depends on both individual differences (endogenous) and item-level effects (exogenous), developmental research has focused mostly on average-level performance, ignoring individual differences. We investigated how the development of word recognition in Chinese children in both Chinese and English is affected by (a) item-level, exogenous effects (word frequency, radical consistency, and curricular grade level); (b) subject-level, (...)
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  2.  6
    Effect of Handwriting on Visual Word Recognition in Chinese Bilingual Children and Adults.Connie Qun Guan, Elaine R. Smolen, Wanjin Meng & James R. Booth - 2021 - Frontiers in Psychology 12.
    In a digital era that neglects handwriting, the current study is significant because it examines the mechanisms underlying this process. We recruited 9- to 10-year-old Chinese children, who were at an important period of handwriting development, and adult college students, for both behavioral and electroencephalogram experiments. We designed four learning conditions: handwriting Chinese, viewing Chinese, drawing shapes followed by Chinese recognition, and drawing shapes followed by English recognition. Both behavioral and EEG results showed that HC facilitated visual word recognition compared (...)
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  3.  98
    Gesture–Speech Integration in Typical and Atypical Adolescent Readers.Ru Yao, Connie Qun Guan, Elaine R. Smolen, Brian MacWhinney, Wanjin Meng & Laura M. Morett - 2022 - Frontiers in Psychology 13.
    This study investigated gesture–speech integration among adolescents who are deaf or hard of hearing and those with typical hearing. Thirty-eight adolescents performed a Stroop-like task in which they watched 120 short video clips of gestures and actions twice at random. Participants were asked to press one button if the visual content of the speaker’s movements was related to a written word and to press another button if it was unrelated to a written word while accuracy rates and response times were (...)
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  4.  6
    Attentional Competition and Semantic Integration in Low- and High-Span Readers.Connie Qun Guan, Scott H. Fraundorf, Mingle Gao, Chong Zhang & Brian MacWhinney - 2022 - Frontiers in Psychology 13.
    The goal of the current study is to investigate the effects of the distractive textual information on the activation of predictive inference online, and how the readers with high or low working memory capacity differ in their online activation and text memory. To test the two hypothesis of attentional competition and semantic integration, we conducted three experiments to investigate whether a local prediction and a global prediction, both of which could be derived from the description of a critical event, are (...)
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  5.  6
    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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