Hongyan BI

Datos Biográficos

ID8917178
NOMBREHongyan BI
NOMBRESHongyan
APELLIDOBI
FIRMABI H
AFILIACIONESKey Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
VERIFICADONo
TOTAL DE OBRAS4
TOTAL DE CITAS0
TOTAL COMO AUTOR4
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2013
AÑO MÁS RECIENTE DE PUBLICACIÓN2024
ÍNDICE H0

  • Orthography-phonology integration of Chinese children with developmental dyslexia

    Mengran Liu, Menglian LIU et al.ARTICLEActa Psychologica Sinica2024

    目的是探查汉语发展性阅读障碍者在形音整合过程中,字形和字音的相互影响是否存在异常。实验1以30名汉语发展性阅读障碍儿童,29名同年龄对照组儿童为被试,使用视听跨通道的字形判断任务,结果发现一致语音对字形加工表现出显著的促进作用,语音对字形加工的影响不存在显著的组间差异。实验2以32名汉语发展性阅读障碍儿童, 32名同年龄对照组儿童为被试,使用视听跨通道的语音判断任务,结果发现一致字形对语音加工表现出显著的促进作用,不一致字形对语音加工表现出显著的抑制作用。同年龄对照组字形对语音加工的影响显著大于发展性阅读障碍组。以上的结果说明,汉语发展性阅读障碍儿童在形-音整合中字形对语音加工的影响上存在异常,但语音对字形加工的影响不存在异常

  • Bystander behavior of adolescents in school bullying

    Open AccessNa Deng, Hong‐Yan Bi et al.ARTICLESocial Behavior and Personality…2021

    Although recent researchers of school bullying have focused on peer bystander behavior, they have assessed the link between family-level correlates and bystander behavior to a lesser degree. We examined whether and how family functioning and moral disengagement affect four types of bystander behavior in school bullying. Data were collected from 1,035 early adolescents at two junior high schools in China, who completed scales measuring family func…

  • The relationship between the morphological knowledge and L2 online processing of derivational words

    Open AccessTaiping Deng, Jiawei Shi et al.ARTICLEInternational Journal of…2017

    Objectives/Research Questions: Two experiments were conducted to investigate the effect of morphological knowledge on second language (L2) online processing of derivational words by Chinese first language (L1)–English L2 learners. Methodology: Experiment 1 was performed at the single word level with a masked priming paradigm using the lexical decision task. Experiment 2 was conducted at the sentence level with a self-paced reading paradigm. Accor…

  • The Development of Orthographic Awareness in Chinese Preschool Children

    Yi Qian, Jing Zhao et al.ARTICLEActa Psychologica Sinica2013

    摘要: 本研究选择北京地区幼儿园3岁、4岁、5岁儿童各31、48、33名, 采用单部件意识测验和部件位置及功能意识测验系统探查了学龄前儿童的正字法意识各个层面的发展状况。单部件意识测验包括部件替换、部件缺失和部件旋转三个部分; 部件位置及功能意识测验分为假字和非字两个部分, 而非字又包括两形非字和形声非字。结果发现单部件意识测验中, 5岁组儿童在部件替换水平上的得分显著高于3岁组儿童, 而3岁组与4岁组、4岁组与5岁组儿童之间无显著差异; 部件缺失和部件旋转水平上, 三个年龄段的儿童的得分表现出明显的增长趋势。部件位置及功能意识测验中, 假字得分在三个年龄段之间无显著差异; 非字得分随年龄增长显著提高。这些结果表明, 单部件意识在学前期处于不断发展的阶段, 其中对部件替换的非字的拒绝能力发展较早, 部件缺失和部件旋转非字的拒绝能力发展较晚; 部件位置及功能意识在学前期已经开始发展, 3岁儿童已经具有假字符合正字法规则的认识, 但对非字违反部件位置合法性和功能完整性的认识直到4岁左右才开始…